EDCNT 410.3
The Adult Educator in Today's Society
1(1L-2S)

Introduction to the field of adult education. Students will develop an understanding of the scope of the field, current trends and issues, and the role of the adult educator in today's society. Special attention will be given to Native Canadian education, gender issues and education of people with disabilities.

EDCNT 420.3
Processes in Continuing Education 2(1L-2S)
Prerequisite(s): Completion of 60 credit units at the university level or permission of the department.

Introduction to planning, conducting, and evaluating continuing education programs in a variety of formal and informal contexts. Students are actively involved in the examination and use of methods and delivery systems. Special attention is given to Native Canadian education, gender issues and education of people with disabilities.

SPECIAL TOPICS

EDCNT 498.3
1/2(3S)

GRADUATE COURSES

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Department of Educational Foundations, College of Graduate Studies & Research

EDCNT 810.3
Learning for Life: Practice and Theory in Adult Education
1/2(3L)
Prerequisite(s): Admission to the College of Graduate Studies & Research.

Introduces graduate students from various backgrounds to
the scope and aims of modern adult education in all its diversity. The
content is significantly shaped by recent studies in Canadian adult
education practice and theory and these developments are viewed
from international perspectives.

EDCNT 830.3
Historical and Philosophical Foundations of Continuing Education
1/2(3S)

Enables participants to gain an understanding of the history of continuing (adult) education, with emphasis on the twentieth century North American experience. Discusses key movers and shapers of the field of practice. Provides opportunity for conducting historical-philosophical analysis and for identifying perennial ethical, social, and political problems facing adult educators.

EDCNT 840.3
Issues in Continuing Education
1/2(3S)
Prerequisite(s): EDCNT 830 or permission of the instructor.

Builds upon the content of EDCNT 830. In-depth study and analysis of a selected topic or topics related to the history and/or philosophy of continuing (adult) education. Examples: seminal figures in the history of the field; the early literature base of continuing (adult) education; the advocates and opponents of the professionalization of the field of continuing (adult) education; the issue of mandatory continuing education; currently emerging controversial issues which affect decision making in the practice of continuing (adult) education.

EDCNT 872.3
Program Planning of Continuing Education
1/2(2S)

Program development is examined within the context of Continuing Education. Specific elements of the program development process which will be discussed include the planning context, need identification, educational objectives, and learning experiences. Issues related to these concepts will be viewed from a theoretical framework. Participants will have an opportunity to apply or test some of this theory in an educational setting.

EDCNT 875.3
Adult Learning and Development
1/2(2S)

Draws on research and theory in several social sciences to provide an understanding of the changing needs and capacities of adults for learning throughout the life span; optimal learning environments for adults; teacher-learner interaction in adult education; social facilitation of learning.

EDCNT 878.3
Comparative Continuing Education
1/2(2S)

Provides participants with international perspective on the field of adult education. Critical analysis of various approaches to adult education and "development" is encouraged. Ethical questions confronting the individual practitioner will be explored. Previous offerings have included discussion of alternative approaches to research and practice in adult education and have analyzed the work of such adult educators as Myles Horton and Malcolm Knowles, Ivan Illich and Julius Nyerere, John Sewell and Paul Bergevin, Paulo Freire and John Lowe, John Ohliger and Ned Corbett.

EDCNT 880.3
The Community Development Process
1/2(2S)

Community development as a process in effecting social change is examined from historical and philosophical perspectives. Theory and research from the social sciences is utilized as a means for developing analytical and developmental models from which community, change and the community development process might be analyzed. Canadian programs and experiences in community development serve as basic data for the course.