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Frederick Jackson Turner FREDERICK JACKSON TURNER: A CASE STUDY OF AN AMERICAN HISTORIAN’S RELEVANCE IN THE FIELD OF ADULT EDUCATION Kathleen Brock Munive Dissertation submitted to the Faculty of the Graduate School of the Virginia Polytechnic Institute and State University in partial fulfillment of the degree of Doctor of Philosophy in Human Development October 28, 2014 Falls Church, Virginia COMMITTEE Marcie Boucouvalas, co-chair. Paul D. Renard, co-chair. Paul W. Glass Linda E. Morris © 2014 by Kathleen Brock Munive Keywords: Adult Education, Adult Learning, Andragogy, Facilitation of Adults, Frederick Jackson Turner, Frontier Thesis, Postsecondary Teaching Techniques Frederick Jackson Turner: A Case Study of an American Historian’s Relevance in the Field of Adult Education Kathleen B. Munive ABSTRACT Frederick Jackson Turner was a prominent American Historian who lived during America’s Progressive Movement of the early twentieth century. Turner’s most seminal piece, The Significance of the Frontier in American History, commonly referred to as The Frontier Thesis, challenged the accepted assumption that American culture stemmed from European ancestors. Turner resisted conventional wisdom that did not take into account the struggles and advances of the pioneers of the West. Turner believed the experiences of the pioneers forced them to adapt and modify their European roots, thus developing a distinct and separate culture from Europe. As a university professor, training a plethora of doctoral students in the field of history, Turner embraced the changes in educational thought of the time; including the importance of lifelong learning and the need to continually re-evaluate previously held beliefs. To Turner, a university professor’s priority was to facilitate learning experiences that helped develop students into independent and competent critical thinkers. One way Turner differed from his contemporaries was the way he studied and wrote about history. Turner subscribed to the ideal that all aspects of historical events, incorporating information that set a complete context of the event itself was essential. The historiography Turner employed is considered a standard today. The Progressive Era also brought a wave of reformation in political, social and educational thought. Adult education programs began to develop throughout the nation. Adults for the first time had low cost opportunities outside of collegial studies to expand their professional expertise, literacy skills, and appreciation for art and entertainment. Adult education thinkers also began to systematically research and study ways in which adults best learn. The impetus of this study was to examine Turner’s educational and career efforts juxtaposed with adult learning theory, principles and practices as an embedded university elite and active planner and participant of alternative adult education programs. As such, this study investigated Turner as an educator outside the field of adult education, who emulated the principles, practices and value structure of adult learning theory. Keywords: Adult Education, Adult Learning, Andragogy, Facilitation of Adults, Frederick Jackson Turner, Frontier Thesis, Postsecondary Teaching Techniques DEDICATION My dissertation is dedicated to two people who made me the person I am today, my parents, James J. Brock and Shirley C. Brock. They grew up with adversity and in poverty. Their generosity and commitment to their families meant giving up their own educational aspirations and future dreams so that others in their family could receive post-secondary educations and prosper. They have taught me the meaning of perseverance, goal setting, commitment to family, and charity toward others. They are both brilliant in their own right and instilled in me the value of perpetual learning and moving forward regardless of experiences or circumstances. I am honored to be able to give them the distinction of having the first family member to achieve a doctoral degree. iii ACKNOWLEDGEMENTS This work could never have been completed without the help and support of people who took a special interest in me for no tangible reward but for the happiness and joy they felt thru my success. I am indebted to these rare role models who have shown me not only what it means to be an exceptional Adult Educator, but how to conduct myself as an extraordinary human being who operates outside the realm of self. Roberto Carlos Munive, my husband, who stayed home alone many a night taking care of our two beautiful children, Joshua and Jacob, in order for me to spend countless hours in a classroom, working on group projects, drafting, editing and writing papers. His dedication to my success will be difficult to reciprocate. Marcie Boucouvalas, my faithful advisor throughout this entire process, who always had faith that I could complete this program, respected me as a colleague, never judged me and was a consummate guide throughout this journey. Paul Renard, my on-call savior and historian, who spent endless hours counseling me on the phone, reading and re-reading my work and encouraging and helping me see that I am truly a scholar. Linda Morris, who is a most genuine, intelligent, candid and caring person with a great sense of humor who agreed to be on my committee many years ago and never gave up on me or that commitment. Paul Glass, my classmate and committee member, who I respect and learned a great deal while in class, and who, without his generosity of time in a last minute situation I would not have been able to complete this process. Michele Eldridge of Virginia Tech, National Capital Region, who is a commemorate professional who kept all the students of the ALHRD program on track in reference to deadlines, protocols, encouragement and laughter. TShawna Byerly of Byerly Editorial Services, my wonderful sister-in-law, who spent numerous hours editing my grammar, footnotes, and reference pages as well as asking clarifying questions when information was not clear. KJ An, my colleague, who pushed and encouraged me to complete my Dissertation, spending numerous hours working with me to make sure my Reference List and Footnotes were accurate and complete. To the staff at the Huntington Library, State Historical Society of Wisconsin, Harvard University Archives and the University of Wisconsin-Madison, who answered every question I had and provided me with a plethora of information about Turner I would have never known existed. Finally, to Frederick Jackson Turner, who dared to be his own person – thinking outside of traditional frameworks, relying on his intuition and love of learning for self and others, who modeled principles and practices of a commensurate Adult Educator. iv HOFSTADTER’S LAW: It always takes longer than you expect, even when you take into account Hofstadter's Law. — Douglas Hofstadter, Gödel, Escher, Bach: An Eternal Golden Braid v Table of Contents DEDICATION ............................................................................................................................... iii ACKNOWLEDGEMENTS ........................................................................................................... iv HOFSTADTER’S LAW: ................................................................................................................ v LIST OF FIGURES ........................................................................................................................ x CHAPTER ONE: SCOPE OF THE STUDY ................................................................................. 1 Background to the Research ....................................................................................................... 1 Andragogy............................................................................................................................... 4 Educational Thought during the American Progressive Movement ....................................... 6 Purpose of the Study ................................................................................................................. 11 Statement of the Problem and Significance of the Study ......................................................... 15 Organization of the Study ......................................................................................................... 15 Research Questions ................................................................................................................... 16 Definition of Terms .................................................................................................................. 17 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 27 Introduction ............................................................................................................................... 27 Noted Biographers and Turner Archives .................................................................................. 27 Andragogy ................................................................................................................................ 34 Adult Education Practitioners ................................................................................................... 35 Eduard C. Lindeman: Social Responsibility and Freedom to Continuously Learn .............. 37 Malcolm S. Knowles: Self-Direction and Homonomy ......................................................... 40 Allen Tough: Learning Projects and Personal Change ........................................................
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