Adult education as a field of study and of practice is not well understood by many literate and intelligent American adults whose exposure to the field has been limited to one or a few aspects of its apparently bewildering mosaic. Since 1926, when the American Association for Adult Education (AAAE) was founded, the leaders of that organization and its successor, the Adult Education Association of the U.S.A. (AEA), have striven to communicate both to the neophytes in the field and to the adult public an understanding of its diverse and complex enterprises. A major vehicle for accomplishing this communication has been a sequence of handbooks of adult education, issued periodically to convey a broad view of the mosaic. In 1934, 1936, and 1948 the AAAE published the first three handbooks. Although the Association had intended to issue a handbook every two years, that plan was not carried out for a number of reasons, including the outbreak of World War II and the termination of support by the Carnegie Corporation. Within three years of the publication of the 1948 handbook the Association itself dissolved in order to establish the AEA, which included the former members of both the AAAE and the Department of Adult Education of the National Education Association. It was nine years before the AEA was able to publish its first handbook, the fourth in the sequence, followed a decade later by the fifth version.
In the early 1970s both the Publications Committee of AEA and the Commission of the Professors of Adult Education (an affiliated organization of the AEA) explored the kinds of handbooks that could be designed to serve the changing nature and needs of the field. They found that different parts of the field were developing at different rates-in some areas information was becoming outdated rapidly, whereas in others a decennial handbook would be adequate to maintain currency. Moreover, the growing literature and the many developments in policies and programs led them to conclude that a single volume of traditional size would not be sufficient to treat the expanding knowledge base, the changing policies and practices, and the controversial topics in adult education. Accordingly, the Publications Committee decided that the next handbook would consist of several volumes, allowing the presentation of an increased amount of information on each of nine selected parts of the field and preparing the way for subsequent revisions of each volume independendy on a schedule reflecting the pace of change in each area. The result is The AEA Handbook Series in Adult Education, which is being developed by the general editors with the guidance and assistance of the Publications Committee.
The present book, Changing Approaches to Studying Adult Education, was originally prepared at the request of the Commission of the Professors of Adult Education. But during its development the Publications Committee concluded that it should be a volume in the Handbook Series. The other eight volumes were conceived after extensive consultation between the general editors and the Publications Committee. These books deal with building effective adult education enterprises, serving community needs, administering adult education, redefining the discipline, responsibilities of adult education, comparative adult education, training, and instruction. Preparation of the series required the cooperation and dedicated efforts of scores of chapter authors, Publication Committee chairmen and members, and successive executive committees of the AEA. In bringing together the insights and perceptions of adult education scholars, the series is a major contribution of the Association to the advancement of an understanding of adult education as a field of study and of practice.
WILLIAM S. GRIFFITH
HOWARD Y. MCCLUSKY
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