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Educational Considerations, Vol. 13(2) Full Issue Educational Considerations Volume 13 Number 2 Article 13 4-1-1986 Educational Considerations, vol. 13(2) Full Issue Charles E. Litz Kansas State University Gerald D. Bailey Kansas State University Follow this and additional works at: https://newprairiepress.org/edconsiderations Part of the Higher Education Commons This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Litz, Charles E. and Bailey, Gerald D. (1986) "Educational Considerations, vol. 13(2) Full Issue," Educational Considerations: Vol. 13: No. 2. https://doi.org/10.4148/0146-9282.1691 This Full Issue is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Litz and Bailey: Educational Considerations, vol. 13(2) Full Issue IS No. 01 -9282 e ucotiono consi erot ions published ot konsos stote university college of education Published by New Prairie Press, 2017 1 Educational Considerations, Vol. 13, No. 2 [1986], Art. 13 Introduction Contrasted with other fields in American education, rural adult education is still an em· erging d iscipline. Tracing its roots back nearly a century to the development of land-grant universities and the introduction of the Cooperative Extension Service, the field of rural adult education has become increasingly diverse. Rural schools, community development corpo· rations, colleges and universities, grassroots organ izations, rural libraries - these and many other organizations provide educational service to rural areas. While they differ in mission, in style, and perhaps in approach, they share an immense concern and respect for rural areas. With the support of the Fund fo r the Improvement of Postsecondary Education (FIPSE), the Action Agenda Project has spent the past three years exploring this field - asking what, within the discipline o f ad ult education, is special about rural and what, within the discipline of rural education, is special about adults. In many respects we·ve come away with more questions th an we've answered. Examined from the perspective of ru ral empowerment, edu· cation takes on meaning that ex pands far beyond classrooms and degrees. Distinctions be· tween education and information, secondary and postsecondary, formal and informal, credit and non-credit fade when we confront the issue of how the educational resources of a nation can be extended In support of rural people. It is in this spirit of concern for the development of human resources in rural areas th at the articles in this issue have been collected . Our hope is that they enable you to see ru ral education from a broader perspective and that you come away with a better understanding of the Issues and concerns that face those who wish to serve rural areas. If you would like more information on the project or would like to join us in our efforts, please write. Jacqueline 0. Spears Sue C. Maes Gwen Bailey Action Agenda Project Kansas State University 1221 Thurston Manhattan, Kansas 66502 https://newprairiepress.org/edconsiderations/vol13/iss2/13 DOI: 10.4148/0146-9282.1691 2 Litz and Bailey: Educational Considerations, vol. 13(2) Full Issue educotionol (fa._:::·::::--~ EDP:R:S:ee considerotions Vol. XIII, Number 2, Spring 1986 EDITORIAL BOARD OF REVIEW Table of Contents-Spring 1986 Wiii iam Sparkman Texas Teoh University, Lubbock "Rural Adults and Postsecondary Education" . 2 James C. Carper by Jacqueline D. Spears, Sue c. Maes and College of Education Gwen Bailey, Kansas State Universi!y Mississippi State University, Starksville Eddy J. van Meter "The Rural Adult: A Portrait ot Characteristics, College of Educatioo Needs and Styles" . • . • . • . • . 6 Unover&•IY of Kentucky, Lexington by Roger S. McCannon, University of Susan J, Seollay, Vi<:e President, E·A·O·A Minnesota·M orris Lexington, Kentucky " Rural Education from a Native American Phillip Caner Perspective" .••. .. ......... ..•..... ........ ......•••..... 10 College ot Education Kansas State University, Mant>allan by Jacques Seronde, Seventh Generation Fund "School·Based Enterprises: Rural Education EDITORS Through Action Learning" . ............... ..... .. • . ...... 12 Charles E. Litz, Professor by Paul F. Delargy, University of Georgia College of Education " Creating a Rural Mandate: Impacting Kansas State University, Manhallan Institutional and State Policies" . ...... .....•.. .. •.... • . • ..•.... 15 Gerald D. Balley, Professor by Wiiiiam H. Gray, Washington State University College of Education Kall$3s Stale University, Mannallan " The Community Education Model: Learning Opportunities tor Rural Adults" .... ............................ 20 PRODUCTION by Dawn Ramsey, Franklin County Community Education David L. Adams, Associate Professor "Adults and Higher Education: Bridging the College of Arts and Sciences Culture Gap" . ........ .. • • ............... ....... .. 24 Kansas State University, Manhallan by Maurice Olivier, School for Lifelong Learning, Connie E. Nelson, Production Coordina1or Du rham, New Hampshire Student Publications, Inc. Kansas State University, Manllallan " The Rural Free University and the Cooperative Extension Service" .. ...... ........•••............ • . ........ 29 BOOK REVIEW EDITOR by Jim Ki llacky, University of Mai ne·Orono Susan Oay Harmison "Rural Isolation: The Need for Information'' ... .... .... .•.. •.. .... 32 Kansas State University, M.anhauan by S. L. Ward, Kansas State University " The Partnership for Rural Improvement: An Approach to lnter-·lnstltutlonal Outreach" .. .•..... ................ ...... 3S by Robert H. McDaniel and Ralph A. Loomis, Washington State University hauan. Kansat;(lG!lOe. Co1rtsoonoer.ce fegaroing mM· providt>¢<>f>!l)U o l permission 10Q1.1otecopyl'fOhte<f tfl\>· PUBLICATION INFORMATION usc1i,01s musl t:e acoom O't'lnttO l>y a self·&:kffe.ssea te11a1. Ou<irl08 oonco1ning C>fOPO&ed artlcle.s or 1.:WIOwtl E<1t1c1t1onel Cotishklralion' i:; publlah•d 11 tl'IO Col· sl~mpcd 0""'Ctopo. No 1Qm11now11on I& o lfered for <le· are we1oornt. 1'hO OClilOts tO:>Gf\'e tM 1lghl lo m&ktJ 1000 o r Educanon, Kans.as St311> Univo1Glty, £ch1<:1· CCPlOO ;).ll ii;I<;~ or Ol"'Uf tn<:itu11ol 6ul}m1ttOO gflilmm,Hcal cOtr•Ctlons an(t minor ~hanqes In U11c1e Uonal Con-1ldo1111ona and Ka.1.sas State uni vt1&lly do t9X;.s to lmpfOVt d a rlty. Address qc~.$tion~ r~lng "°' acctpt 1•SPOO.$lbility for the view.a ellPr•tM<f In ar $j)e'<:illC etfl•' to th• EdltOf. tiClio.. tt"4.Wt., and C~her' t:onOib111J.oti.:1 a,l)pUr\ftQ In Mlt<lrial $Ut,,rn.tt.o to Edue.tlloMI COMldttatlOBS lbi! 0Ub1k:.,k>ft.. In kfft)lng ••ii,. the p~iOnM tel•· '"7 Y&ty it\ IHOlh hOrft • "'1111'~ to 2f;tJO WOtO$. All &vb$oCtipck)ft to £d11ca1ional COll$idt>,.1'ons • $A 00 UUOl'at conc•pt (ha( :'$SOOOt.ti• fl'M &.cptM.stOt'I CM f!Mlleflat, inCIOOiftg quo1Gd ift!onNlion ~loo•~~ pe. ~ whn llfnote COClitS $ 1.50 ~h. Con..oon­ Pll)n)tt leami"O ill'IS •"ICOltaige 81'.flnlOtU ot tt\IU1. ts w toe typed dOl.lt11eo•r n= ,00tl'WIMI$ $110t9k:I be ~ abOu1 &4.lb$C,_,MOM&h0akf be a::fcli0$$ld to the eionuo..tot1 are inritod to $tbnf1 oonictu9'0fl• jlf'l(f li$'9d '11 thee:ndot lft.e ,.#'NICf'"l. HaaelingS*'Onot &.is~s M~ do Th• 6dlO(, EduC•liOMI Con.W· 01Mton1 eo11eeMeO wilh v.'IW)'lnO PQinis ot Wtw lfl and lObe~inOO. Tf'M&ltllhOf•tcompttt&flamt,.SOOteSS •r•ttoM.. COleQO Of EduoMktn. Kans.as State 1..Wvor­ \'JlbOut tducatlon. at16 \01~ numbot .sll<Ntd bt 1yp&d on •separate al11. Manl\1.1111'1 , K&nJ1$ &6500. Ol'IE!c.J;$ tor SUbtc:(4j)· Slleet ano &lt31ChO<I 10 II~ o rlo1 nal copy o1 1he manu· Ilona ahO'Jld c.. maae C)el l to E<luc'1tlon.i Cot.,!Ot•a· Edi;c•tlor1111 COf'lsldefatiOn!i •$ pvbll~tl•CI u1rti 1lm"'8 script. Three copies or e~e11 rt111nu $&1 ip1a.re 10 be svl>· 1ion:t. )'lff'I'/ (altOn;i.loffices are 1oeatel) l'lt lhoCoOtl)I OI td• nliUod, Pttotographa, e11a.w!ng1, CltlOOf\S &na otnef ii· \IOfliOn., IJ1utm(lr11 H<iU, Kaisat Sl &I) VmYOl ••ty. Mil\• 1.is11·.,uoo:; wowelcorn• Au •l'lors s~u101>e .orepared10 Prlnlt<J In 11\0 Unllod Stales of Ame11ca. Published by New Prairie Press, 2017 3 Educational Considerations, Vol. 13, No. 2 [1986], Art. 13 are to be served, what unit to consider in evaluating need and what criteria to use in judging ed ucational quality. Is­ Rural Adults sues related to whOse interests are 10 be served and what unit is to be considered are related. Issues of educational quality remain a concern for adu lt education in general. and Post· Historically, rural adult education addressed the needs of agrarian communities. In addition to increasing the agri­ cultural output ot the nation, cooperative extension net­ works sought 10 strengthen and preserve rural communi· secondary ties. Tl1e "rural turnaround" that resulted from the urlJan outmigration in the 1970s has led many to predict that dis· 1inc11ons between rural and urban may fade by the turn of Education the century (Treadway, 1984). Educational providers remain \ divided between concerns for preserving rural communities and lifestyles and desires to facilitate what they see lo be by Jacqueline D. Spears, Sue C. Maes the inevitable urbanization of rural Ille. Related to this Is an and Gwen Bailey ambiguity regarding the unit of analysis. Traditional institu­ tions typically survey the needs of individuals in designing Approxima1e1y one-fourth of those involved in adult educational services. Some grassroots and community or­ learning live In rural areas. With the support of the Fund for ganizations analyze the community as a whole, arguing that the Improvement of Postsecondary Education (FlPSE), the the welfare of the Individual depends on the health of lhe Action Agenda Project has spent the past three years ex· community. Historically, land·grant colleges and coopera· ploring the educational resources that serve this popula­ tlve extension networks were designed to add ress a na· tion.
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