UNDERSTANDING 5 THE COMMUNITY Sociological Background of Adult and Lifelong Learning SHOBHITA JAIN Structure 5.1 Introduction 5.2 Shift from Psychology-oriented Approach to Sociological Understanding 5.3 Participation from a Social Perspective 5.4 Sociological Approaches 5.4.1 Structural Functionalism 5.4.2 Interpretative Sociology 5.4.3 Theories of Reproduction 5.4.4 Critical Theory of Education 5.5 Conclusion 5.6 Apply What You Have Learnt Learning Objectives After reading Unit 5, it is expected that you would be able to Perceive the process of gradual shifts in understanding adult learning processes Learn about some of the main sociological approaches that are useful in making adult learning more effective Form your own idea of the relationship between adult learning and sociological perspectives. 5. 1 Introduction Unit 3 and Unit 4 have clearly explained learning and social inclusion are high on that education covers all that we current policy agendas. With rapid experience from formal schooling to technological, economic and social the construction of understanding changes in society initial education is through day-to-day life. You may say now regarded as being inadequate in that one’s education begins at birth and terms of preparing individuals with the continues throughout life. Everybody skills and knowledge required for life in receives education from various sources. a knowledge society. As a result it is It is well known that family members and necessary to widen access to adult society influence one’s education and so learning opportunities in order to address it makes sense to discuss sociological the changing needs of society. However, background of adult and lifelong learning who gets access to what type of adult as the theme of Unit 5. education is a key issue as there is still a learning divide within most societies We find that globally widening access between different social groups and the and participation in adult and lifelong 55 PRAMILLA AGGARWAL study of sociology provides us an that often over concern with practical understanding of the nature of this aspects of adult and lifelong learning divide. brings about amongst adult educators a general lack of interest in broader social Assumptions and perceptions which issues. For example they hardly reflect characterize the development of adult on the link between social structure, and lifelong learning as a distinct field social change and adult learning. This of study have influenced the nature of state of affairs is however fast changing practice, followed in the actual work and Unit 5 deals with the changed situation of adult educators. We find scenario. 5.2 Shift from Psychology-oriented Approach to Sociological Understanding As you already know that adult they are involved in the refinement of education has made a significant shift objectives, the selection and application from earlier individual psychology- of methods and content of adult learning oriented approach (see Box 5.1) to the and in this sense they seek effectiveness approach that emphasizes participation in working with one another, with other in adult learning programs from a social individuals and groups and with the perspective. This approach explores how general public. For this purpose, many broad social processes affect adults’ adult educators have turned to perceptions of reality. Adult educators discovering how structuring of are now interested in understanding knowledge is linked to both theory and philosophical foundations of adult practice of social and cultural patterns earning and lifelong education. Unit 3 of control in society. This is why Unit 5 and Unit 4 have already covered this focuses on this trend among adult dimension of adult educators’ quest. educators and discusses the use of sociological theory and method in Adult educators are also deeply analysis of education with particular interested in acquiring an ability to reference to adult and lifelong learning understand and direct the basic systems and processes. processes of education. In other words Box 5.1 Psychology-oriented Approach to Adult Education If you were to assume that learning derives in a linear manner from research, there arises a great deal of faith in psychology-oriented process-product perspective because it claims to provide results that become prescriptions for practice. Some of you may believe that motivation determines participation of adults in learning and then you may like to explain the concept of motivation in terms of psychological constructs. You may then talk about the general nature of motives and needs and deal with people in abstract and there will be hardly any analysis of psychological processes taking place in concrete specific situations. Such perspectives focus the individual person and stress on motivation and attitudes per se. 56 UNDERSTANDING 5.3 Participation from a Social Perspective THE COMMUNITY You can on the other hand look at Keeping in mind this holistic approach participation in learning from a social and re-orientation from psychology- perspective and try to find out how the dominated perspective to a more objective world influences our sociological view of adult learning, we perception of reality. Comparing will now discuss some of the main participants with non-participants in currents of thought in sociology that adult learning is only one aspect of have led to better grasp of issues and inquiry. You may also analyze concerns of adult education. participation and non-participation in Early in the twentieth century, Emile relation to broad social and economic Durkheim (1922) wrote Education and movements. You have already learnt in Sociology and this was perhaps the Unit 4 that Paulo Freire considered eariest attempt to apply sociology to education as a political process with the practice of education, including adult political outcomes. education. For one early example of such There is, of course, no single application you can cite Waller’s (1932) comprehensive theory on participation classical study, Sociology of Teaching. in adult and lifelong learning. Taking a Another example is the work of more sociological approach to Brookover (1949), namely, Sociology of understanding the issue of participation, Education. In the field of application of you may like to integrate theoretical sociology in education, including adult models in order to arrive at a more education, you can study i) the relation balanced perspective and view adult of education to different aspects of learning as a societal process and at the society and to the society as a whole. same time not neglect the individual’s You can also analyze ii) education as a psychological conceptual apparatus by social system as well as iii) the looking at the links between the two consequences of education for learners. levels. This will cerate a balance between Let us now discuss some of the main aspects of practicability based on sociological approaches in relation to the above assumptions about the characteristics three areas of application of sociological of the learners and broader social theories and methods in the study of processes. education, including adult education. Activity 5.1 What is in your opinion a balanced approach to understanding the structure and processes of adult learning? Write a short note of 300 words and compare your note with the notes of fellow PALDIN learners? 5.4 Sociological Approaches Sociology as a structured social science in many sub-disciplines and subjects like discipline emerged in the nineteenth education and adult learning have century. Now in the first decade of extensively used sociological paradigms twenty-first century it has branched out to evolve their theory and practice. Let 57 PRAMILLA AGGARWAL us discuss some of those sociological knowledge of the world is limited to approaches which have at one time or what can be observed or experienced. other dominated adult learning For instance, concepts apply to or derive discourse. from an experience – the concept of dizziness applies to the experience of 5.4.1 Structural Functionalism dizziness. The experience must have During the early days of adult education evoked the concept, or the person must structural functionalism was one of its recognize that the concept applies to main sociological perspectives. As the experience. Also, beliefs about the Dahrendorf (1959: 161) summed up, the world have truth merit only when they assumptions of structural functionalism are related to someone’s experience.) included that every society is a relatively paved the way for building adult persistent, well-integrated and stable education a field of study. There was structure of elements and every an increase in the application of element in a society has a function that statistical methods. Growing empiricism renders a contribution to its and more advanced statistical methods maintenance as a system. Functioning saw a steady growth of quantitative social structure is based on a consensus data based on different kinds of survey. of values among its members. Cropland and Grabowski (1971) observed that the quality of the empirical studies Taking the functional dimension of in adult education improved from rather educational institutions, such scholars as loose case reports to being more Barton and Walker (1978: 271) analytical and multivariate. considered education ‘as a mechanism constructed by society to meet the Domination of survey-based studies did manpower needs appropriate to an not last forever. In search of better expanded economy’. You may consider alternatives adult education moved away the variant of functionalism used for from a focus on quantitative methods finding out social correlates of to qualitative methods, especially life manpower allocation as ‘technological history and biography. This does not functionalism’. It will suffice to cite one imply that the need for quantitative data example of the extensive use of diminished. In fact, application of both functionalist paradigm. Heath (1978: the quantitative and qualitative methods 96) said, ‘Indeed it would not be far ensured a better balance in findings of fetched to suggest that much of (British) researches in adult education.