Many of the debates around informal and formal education have been muddied by participants having very different understandings of basic notions. Here we explore three different approaches commonly found in the literature. contents: introduction · looking to institutions: informal, non-formal and formal education · turning to process: conversation and setting · a question of style: …
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Informal, non-formal and formal education programmes
In this piece Paul Fordham explores the emergence of the influential typology of education programmes as informal, non-formal and formal. The notions are considered in relation to the concern to foster economic development. Particular attention is paid to the characteristics of non-formal education in relation to participation, purposes and methods. Debates around ‘top-down’ and ‘bottom-up’ …
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Informal and non-formal education, colonialism and development
Informal and non-formal education, colonialism and development. The place of informal and non-formal education in development – the experience of the south. Contents: introduction · the indebted south · education in the south · the question of colonialism · non-formal and informal programmes · literacy programmes · conclusion: informal and non-formal education and development · …
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Informal and non-formal education
Exploring the experiences, practice and theories of informal education and non-formal education. Introducing informal education and non-formal education What is informal education? So what is informal education? Here Tony Jeffs and Mark K Smith cut a path through some of the confusion around the area. They focus on informal education as a spontaneous process of …
What is informal education?
So what is informal education? Here Tony Jeffs and Mark K Smith cut a path through some of the confusion around the area. They focus on informal education as a spontaneous process of helping people to learn. Informal education they suggest, works through conversation, and the exploration and enlargement of experience. It’s purpose is to …
Informal education in schools and colleges
In recent years there has been a significant growth in the numbers of informal educators working in formal educational settings like schools and colleges. We explore the phenomenon – and some of the possibilities and problems involved. contents: introduction · recent developments in school and college policy and practice · the decline in classroom teachers’ …
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A brief history of informal education
A brief history of thinking about informal education. So where did informal education come from? Who are the key thinkers? How does it relate to other ways of describing education? contents: education from daily life · informal educators in ancient greece · developments in britain and ireland · informal education and philanthropy · developments in …
Formal, non-formal and informal learning: the case of literacy, essential skills and language learning in canada
In this report Sarah Elaine Eaton investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to literacy and essential skills, as well as the learning of second and other languages in Canada. [From the Executive Summary] Read the …
Informal Jewish education
A set of pages exploring informal Jewish education Featured: Marie Paneth – Branch Street, The Windemere Children, art and pedagogy. Paneth was a talented painter, art therapist and pedagogue. Her book, Branch Street (1944) is a classic exploration of community-based work with children during the Second World War – and the healing use she made …
The philosophy of informal Jewish education
Barry Chazan explores the meaning of informal Jewish education and examines its significance for contemporary Jewish life. He argues that informal Jewish education is not confined to a place or a methodology but rather is a well-defined philosophy of how people should be educated, what the goals of Jewish education are, and what its contents …
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A response to Barry Chazan: the philosophy of informal Jewish education
Joseph Reimer raises some important questions about Barry Chazan’s important exploration of informal Jewish education. contents: introduction · back to dewey: experience and education · conclusion · how to cite this article Barry Chazan has taken the lead over the past decade in articulating a coherent definition of the domain of informal Jewish education. For …
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The Passover seder service as a paradigm for informal Jewish education
In this article Daniel Rose presents the Passover Seder service, commemorating the Exodus of the Israelites from Egypt, celebrated by Jews all around the world every year on the first night of the Passover festival, as a paradigm for experiential Jewish education, specifically found in informal Jewish education settings. contents: introduction – jewish experiential education …
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Informal learning: theory, practice and experience
Informal learning: theory, practice and experience. In recent years a number of researchers and policy pundits have rediscovered ‘informal learning’. But is there really such a thing? We explore the theory and practice of ‘informal learning’ contents: introduction · informal learning · non-formal learning · tacit knowledge · situated and distributed learning · informal education …
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Innovation in youth work. Thinking in practice
Download pdf version This book aims to offer reflections for youth workers to stimulate their thinking, dialogue and practice. Some of the sections include suggested activities that can be used with young people directly; others are for use with staff and volunteers to prompt discussion about youth work in the current context that practitioners find …
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Pearl Jephcott, youth and the lives of ordinary people
Pearl Jephcott produced a series of influential studies of the lives of young people and was an important figure in the development of thinking about youth club work. She also undertook a number of community studies that added significantly to our appreciation of working-class life. contents: introduction · life · Pearl Jephcott, youth work and …
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The world of the Jewish youth movement
San Francisco Jewish Contemporary Museum reflected in hotel windows across plaza sswj | flickr CC BY-NC-ND 2.0 In this article Daniel Rose presents the history and background of international Jewish youth movements and the methods and frameworks of informal education they employ. contents: introduction · informal jewish education · youth movements vs. youth clubs · …
Writing and keeping journals. A guide for educators and social practitioners
Writing and keeping journals. A guide for educators and social practitioners. Educators are often encouraged to write journals – especially when they are training – but what does journal writing entail, what benefits can it bring, and how can we go about writing one? Contents: introduction · what is a journal? · the benefits of …
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Exploring social action: Grace Kimmins and playwork
Grace Kimmins nee Hannam (1871-1954) is probably best known for her contribution to the development of specialist education provision for children with disabilities – in particular, at Chailey Heritage in Sussex (see Black 2017). However, she also made a considerable contribution to the development of playwork and of settlement work and social action – first …
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Josephine Klein, group work, youth work and exploring English cultures
Josephine Klein, group work, youth work and exploring English cultures. Josephine Klein was one of the first British-based practitioners to explore group process and working with groups systematically. She also went on to complete a landmark study of family and community life and develop a distinctive approach to youth work training before becoming a psychotherapist. …
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Naomi Klein: globalization, capitalism, neoliberalism and climate change
Naomi Klein has probably done more than any other commentator, to raise public understanding of the relationships between globalization, capitalism, neoliberalism and climate change. Here we explore her contribution. contents: naomi klein – life and contribution • no logo, corporations and globalization • the shock doctrine, neo-liberalism and the rise of disaster capitalism • this …
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Jiddu Krishnamurti and his insights into education
The Valley School’s birthday celebration. Established in 1978, itis one of the five schools of the Krishnamurti Foundation India Jiddu Krishnamurti and his insights into education. Scott H. Forbes explores Jiddu Krishnamurti’s (1895-1986) emphasis on education as a religious activity. (From a presentation at the first Holistic Education Conference, Toronto, Canada, 1997) contents: human nature …
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‘getting the dirtbags off the streets’ – curfews and other solutions to juvenile crime
Tony Jeffs and Mark K. Smith. Reprinted with permission from Youth and Policy 52: 1-14, 1996. A widespread belief is circulating in America and Britain that young people are in some way turning feral; that an escalating proportion are involved in serious and petty crime, and other assorted antisocial activities. As Melanie Phillips put it …
Malcolm Knowles, informal adult education, self-direction and andragogy
Malcolm Knowles, informal adult education, self-direction and andragogy. A champion of andragogy, self-direction in learning and informal adult education, Malcolm S. Knowles was a very influential figure in the adult education field. Here we review his life and achievements, and assess his contribution. contents: introduction · malcolm knowles – life · adult informal education · …
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Aristotle on knowledge
Aristotle on knowledge. Aristotle’s very influential three-fold classification of disciplines as theoretical, productive or practical remains an excellent starting point for exploring different forms of knowledge. Contents: introduction · the theoretical · the productive · the practical · further reading and references · links · how to cite this piece Aristotle, along with many other …
David A. Kolb on experiential learning.
David A. Kolb on experiential learning. David A. Kolb’s model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems. Contents: introduction · david a. kolb · david kolb on experiential learning …
Gisela Konopka and group work
Gisela Konopka and group work. Gisela Konopka (1910-2003) made a profound contribution to the development of social group work and the deepening of practice with children and young people. In this paper Janice Andrews charts Gisela Konopka’s life and assesses her work. contents: introduction · early years · move to the united states · minnesota …
Ruth Kotinsky on adult education and lifelong learning. Building a life in common
Ruth Kotinsky made a number of important contributions to thinking about lifelong learning and welfare. Of particular interest was her exploration of adult education as an aspect of everyday life and working together to build a life in common. contents: introduction • life and contribution • adult education and the social scene • the nature of …
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Homer Lane and the Little Commonwealth
Homer Lane and the Little Commonwealth. A. S. Neill described him as ‘the most influential factor’ in his life. We look briefly at his life and work. Homer Lane (1875-1925) was Superintendent of the Little Commonwealth, a co-educational community in Dorset run for children and young people ranging from a few months to 19 years. …
Homer Lane: An account of the Little Commonwealth at Evershot, Dorset
An extract from a lecture given by Home Lane in 1918. Reprinted from Homer Lane (1928) Talks to Parents and Teachers, London: George Allen and Unwin, pages 188-193 Homer Lane (1875-1925) was Superintendent of the Little Commonwealth, a co-educational community in Dorset run for children and young people ranging from a few months to 19 …
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Learning in places – introduction
We reprint here, as a taster, Zvi Bekerman, Nicholas C. Burbules and Diana Silberman Keller’s introduction to Learning in Places – The informal education reader. Any new book on a widely published topic, especially a rather large book, must explain and justify itself as yet another addition to the literature: Why another book on informal …
Learning in the community and community learning
Learning in the community and community learning. The idea of learning in the community has been around for some time. But what is it, what does it involve, and how does it relate to the notion of community learning – popularized in Scotland? Contents: introduction · learning in everyday life and formal instructional settings · …
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Learning through outdoor experience. A guide for schools and youth groups
a5 version [free] · a4 version [free] · Kindle version from Amazon Experiencing the outdoors can be a powerful stimulus for learning. Being deep in a forest, feeling alone on a hillside or just sharing a cup of tea around a fire can set us on a path that changes the way we think about …
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Lifelong learning
Lifelong learning. Lifelong learning – along with ideas such as ‘the learning society’ – has become popular with politicians and policymakers in a number of countries. But what do people mean by it? Is the idea of lifelong learning helpful? Contents: · education is life · lifelong education · lifelong learning · conclusion · further …
Lifelong learning and adult education
for starters Adult education defined – discussion and guide. Learning in the community. Explore the idea of learning and education in the community. Lifelong learning. Lifelong learning is much talked about – but what does it mean? featured Non-formal education and colonialism. The place of informal and non-formal education in development – the experience of …
Lifespan development and lifelong learning
Lifespan development and lifelong learning. ‘Development’ is one of those familiar concepts that seeps almost unnoticed into the conversations of educators. They are self-evidently concerned with the development of people. But what is development? Are there particular stages that we pass through in our life course? Contents · introduction · development · stages · gender, …
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‘Leadership and spirituality…minus the loaves and fishes’
When you hear the word ‘leadership’ you may find yourself bombarded with images of the likes of Shackleton or Hunt battling against the odds, men of great achievements and, undoubtedly, great examples of good leadership. However, is this what we mean by leadership in today’s society? Is leadership meant only for those on adventurous endeavours? …
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Learning in organizations – theory and practice
Learning in organizations. In recent years there has been a lot of talk of ‘organizational learning’. Here we explore the theory and practice of such learning via pages in The encyclopedia of pedagogy and informal education. We examine some key theorists and themes, and ask whether organizations can learn? contents: introduction · learning · learning …
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The learning organization: principles, theory and practice
The learning organization. Just what constitutes a ‘learning organization is a matter of some debate. We explore some of the themes that have emerged in the literature and the contributions of key thinkers like Donald Schon and Peter Senge. Is it anything more than rhetoric? Can it be realized? contents: introduction · the learning society …
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The theory and rhetoric of the learning society
The theory and rhetoric of the learning society. The idea of the learning society has featured strongly in recent pronouncements around adult and lifelong learning. But what actually is the learning society? How have notions of the learning society developed. We the theory and rhetoric of the learning society and provide an introductory guide and …
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What is learning? A definition and discussion
What is learning? A definition and discussion. Is learning a change in behaviour or understanding? Is it a process? Mark K Smith surveys some key dimensions and ideas. A definition for starters: Learning is a process that is often not under our control and is wrapped up with the environments we inhabit and the …
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The behaviourist orientation to learning
The behaviourist orientation to learning. The behaviourist movement in psychology has looked to the use of experimental procedures to study behaviour in relation to the environment. John B. Watson, who is generally credited as the first behaviourist, argued that the inner experiences that were the focus of psychology could not be properly studied as they …
The cognitive orientation to learning
The cognitive orientation to learning. Where behaviourists looked to the environment, those drawing on Gestalt turned to the individual’s mental processes. In other words, they were concerned with cognition – the act or process of knowing. Many psychologists were not happy with behaviourism. There was a belief among some that there was too much of …
The constructivist / social constructivist orientation to learning
Photo by John Salvino on Unsplash The constructivist / social constructivist orientation to learning. With its roots in the work of Dewey, Vygotsky, Bruner and others, this approach involves learning culturally shared ways of understanding and talking about the world. Coming soon
Humanistic orientations to learning
Humanistic orientations to learning. In this framework the basic concern is for human growth. We look to the work of Maslow and Rogers as expressions of this approach. A great deal of the theoretical writing about adult education in the 1970s and 1980s drew on humanistic psychology. In this orientation the basic concern is for …
The social/situational orientation to learning
The social/situational orientation to learning. It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. Social learning theory ‘posits that people learn from observing other people. By definition, such observations take place in …
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Learning mentors and informal education
Learning mentors became part of the life of many schools in England. What were, and are, they doing? What issues face them? As part of the Excellence in Cities (EiC) Initiative, the Department for Education and Employment in England, initiated what it described as an action plan to ‘raise standards, tackle failure and create a …
Classical models of managerial leadership: trait, behavioural, contingency and transformational theory
What is leadership? Here Michele Erina Doyle and Mark K. Smith explore some of the classical models of leadership. In particular they look at earlier approaches to studying the area via the notions of traits and behaviours, and to what has become known as contingency theory. From there they turn to more recent, ‘transformational’ theories …
Shared leadership
Shared leadership. Leadership can be explored as a social process – something that happens between people. It is not so much what leaders do, as something that arises out of social relationships. As such it does not depend on one person, but on how people act together to make sense of the situations that face …
Kurt Lewin: groups, experiential learning and action research
Kurt Lewin: groups, experiential learning and action research. Kurt Lewin was a seminal theorist who deepened our understanding of groups, experiential learning, and action research. What did he actually add to the theory and practice of pedagogy and informal education? contents: introduction · life · field theory · group dynamics · democracy and groups · …
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John Scott Lidgett and Bermondsey Settlement
Bermondsey Settlement – Southwark Local History Library and Archive Rev. John Scott Lidgett (1854-1953) established Bermondsey Settlement in 1891. It was to be the only Methodist settlement and provided an opportunity for better-off Methodists to live in a deprived area and to share the lives of people there. John Scott Lidgett had a vision of …
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