By Peter Jarvis
Discussing such subject matters as democracy and citizenship, this publication is the 1st systematic try and examine grownup schooling from a political point of view.
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But the concept of the dictatorship of the proletariat is itself an indication that society needs a state. Although Marx was an idealist, and his view of the classless society demands as much maturity from human beings as does the pure anarchist state, he was also a realist about people. However, there is a sense in which his idea of the classless society, springing from his theory of social change, is slightly transcendental. The theory suggests that the thesis spawns its antithesis and out of the ensuing conflict synthesis occurs: the classless society will likewise produce an antithesis that results in conflict and in a further change in the structures of society.
P. Engels Communist Manifesto, Harmondsworth: Pelican. Usher, R. ) Theory and Practice in the Study of Adult Education, London: Routledge. Weber, M. (1964) The Theory of Social and Economic Organisations, New York: The Free Press. Tunstall (eds) Adult Education for a Change, London: Hutchinson. 36 ADULT EDUCATION AND THE STATE White Paper (1991) Further Education and Training for the 21st Century, London: HMSO. Wiltshire, (1973) ‘The concepts of learning and need in adult education’ in Studies in Adult Education, 5(1) April.
Radical adult education has often espoused Marxist, Christian or Christian-Marxist ideologies and these are epitomised by Freire and Horton (see Horton and Freire, 1990 for a good summary of their positions). However, much radical adult education tends to be reformist rather than revolutionary (Lovett, 1988 inter alia) since it exists to change society by peaceful not revolutionary means. Many radical adult educators have recently espoused critical theory and the work of such writers as Fromm and Habermas is beginning to appear more frequently in adult education literature.
Adult Education and the State by Peter Jarvis