Adult Learning in Groups by Brid Connolly

By Brid Connolly

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Many feel that the majority of the population needs authority and does not need independence and autonomy. However, adult and community education upholds these principles of rights, equality and autonomy. Maslow was heavily critiqued concerning the primacy given to individualistic tendencies, and the assumption that each level of need must be fulfilled in order. This is patently not the case for everyone, and many people with not enough to eat can both respect and be respected in their communities.

I now turn to the current practice, contextualizing it with trends in society that influence the norms and values that prevail. The current practice The twentieth century witnessed huge changes in terms of the overturn of traditional power structures and the continued democratization of the populations. Social movements have influenced society fundamentally, particularly the women's movement. Education has taken centre stage in terms of redistribution of society's recourses. People's engagement with civil society is infused with the pressures of the postmodern world.

If we are unable to do anything about the loss of autonomy we learn to be helpless, becoming passive and hopeless. This has an effect on our mental health. It has a wider social application too. Entire groups of people can become passive and hopeless when social forces, such as unemployment, poverty, patriarchy or whatever, take control of their lives. They are not able to motivate themselves to change or to have the energy to make the effort. It is at this weak point that the superficial changes can prove to be seductive and entice people to seek hasty solutions to their deep-seated need for meaning.

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