Akademik Veri Yönetim Sistemi
13th Conference of the ESREA Network: Between Global and Local – Adult Learning and Communities, İstanbul, Türkiye, 6 - 09 Eylül 2023, ss.35-36
From the very inception of systematic adult education activities, numerous studies have been
conducted to determine the motivations of individuals to participate in adult education. However,
most of the research carried out to identify the motivations for participating in adult education
has been empirical in nature and has largely fallen short in determining the primary motivational
forces for participation. A distinctive approach to the topic of participation in adult education was
introduced in the article titled 'Adults' Participation in Education Force-Field Analysis' by Harry
Miller, featured in the adult education study published for the U.S. Education Office by Alexander
Albert Liveright in 1966.
Harry Miller is one of the few adult educators who have examined the relationship between
individuals' socio-economic statuses and their participation in adult education (Cross, 1981).
Miller grounded his participation theory in Abraham Maslow's hierarchy of needs, Kurt Lewin's
dynamic field theory, and the social class theories of W. L. Warner and Herbert Gans. Miller argues
that there exist various social classes within society, such as the working class, subculture, middle
culture, and upper culture. The social class to which an individual belongs plays a significant role
in their participation in adult education and their continuation in it (Miller, 1967). According to
Miller, lower classes primarily gravitate towards education aimed at securing and maintaining
their basic life activities, whereas the middle and upper classes are more inclined towards
education focused on self-fulfillment.
Since the perspectives put forward by Miller in 1967, societal class disparities have increased
worldwide due to the impact of globalization. Neoliberal policies have amplified inequalities in
education, rendering individuals capable of obtaining education in proportion to their financial
means. Upon examining the literature regarding participation in adult education, it becomes
evident that the relationship between individuals' socio-economic statuses and their involvement
in adult education has not been thoroughly explored. Existing studies in Turkey remain relatively
superficial on the topic of participation in adult education and provide limited information in this
area. Therefore, the disparities and societal stratification among individuals in Turkey represent
the hidden face of the iceberg in terms of participation in adult education. This study will discuss
whether the views put forth by Miller could pave a path to uncover this unseen aspect of the
iceberg.
Keywords: Adult Education, Harry Miller’s Theory, Participation, Societal Stratification
References
Cross, P. K. (1981). Adults as Learners. San Francisco, CA: Jossey-Bass.
Miller, H. L. (1967) Participation of Adults in Education. A force-field analysis, Boston: Center for the
Study of Liberal Education for Adults.