This study focuses on mass civic adult education reform. It inquires how lessons learned from the Chautauqua Movement, a movement that was funded through philanthropy and exploded throughout the United States and Canada in the late nineteenth and early twentieth centuries, can be applied to popular civic adult education reform today. At its peak, the Chautauqua Movement engaged more than 50 million people annually (or almost 50% of the total population at the time), playing a major role in building shared values among Protestant dominations, and kept adults without access to formal education informed. With the Chautauqua Movement’s contraction, a void in mass civic adult education was never filled.
The aim of this inquiry is threefold. First, it aims to understand the tenets of the Chautauqua movement and how this movement became so popular among adults. Second, it seeks to understand why the Chautauqua Movement declined. Third, this inquiry discusses lessons of the Chautauqua Movement for twenty-first century civic adult education. The approach of this inquiry is a historical case study and uses archives, mapping, and interviews for a mixed methods view of this very complex phenomenon in American history.
|Advisor:||McClure, Maureen W.|
|Commitee:||Garvey, William P., Weidman, John C.|
|School:||University of Pittsburgh|
|Department:||Social and Comparative analysis in Education|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/04(E), Dissertation Abstracts International|
|Subjects:||Adult education, Education philosophy|
|Keywords:||Adult education, Chautauqua, Chautauqua movement, Civic education, John Vincent, Social capital|
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