SHARAN MERRIAM Born on May 24th, 1943 in New York, NY. Daughter
of Harold and Janet Ballard. Received her Ed.D in 1978 from Rutgers
University From 1978-81, she was an Assistant Professor of Adult
Education at Virginia Polytechnic 1981-85, Associate Professor at
Northern Illinois University 1985-present, Professor of Adult
Education at the University of Georgia, Athens. She also worked in
Malaysia for six months as a Fulbright Scholar analyzing data on
non-formal Adult Education Merriam is known for: Adult Development
and Learning, Adult Learning, Foundations of Adult Education,
International Adult Education, and Qualitative Research Methods
PHYLLIS CUNNINGHAM Born on November 10, 1927 Ph.D. in Department of
Education from the University of Chicago. Cunningham has worked in
a variety of different positions, most of them at North Illinois
University. Cunningham is known for: Community Development,
Critical Pedagogy, and Participatory Research In 1996 she was
inducted into the International Adult and Continuing Education Hall
of Fame. Cunningham has also been awarded Lifetime Achievement
Award from the North American Alliance of Popular and Adult
Education and Outstanding Service and Dedication to Latino/a and
African American students in Adult Continuing Education. She passed
away April 24th, 2012 in DeKalb, Illinois.
Slide 3
Socio-Cultural Context Although there is quite an age gap
between Cunningham and Merriam, both women were pioneers in the
field of modern Adult Education Cunningham is known as one of the
first women in modern Adult Education to have a key, professional
position. Phyllis Cunningham was also the only woman in the second
mentor series films produced by the University of Georgia on Adult
Education professors. Merriam focused many of her efforts on
writing literature that is used today for professional Adult
Education development. Cunningham was more focused on the social
and ethical side of Adult Education. Together they have been a
large part of the developing landscape of Adult Education
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Handbook of Adult and Continuing Education SHARAN B. MERRIAM
AND PHYLLIS M. CUNNINGHAM, EDITORS Merriam and Cunningham both
served on staff at Northern Illinois University. They became the
co-editors of the 1989 edition of the Handbook of Adult and
Continuing Education. This edition, compiling chapters and articles
from numerous experts in the field of Adult Education, was the
first edition to mention the sociology of Adult Education Kjell
Rubenson and the idea of sociology in Adult Education
Slide 5
KEY CONTRIBUTIONS: MERRIAM PUBLISHED OVER 20 BOOKS DOZENS OF
ARTICLES, CHAPTERS, AND EDITORSHIP ROLES FOCUS ON: PHILOSOPHICAL
FOUNDATIONS, ADULT LEARNING AND DEVELOPMENT, AND QUALITATIVE
LEARNING METHODS WORKED IN MALAYSIA FOR SIX MONTHS STUDYING
INFORMAL ADULT EDUCATION CO-AUTHOR OF LEARNING IN ADULTHOOD, WITH
ROSEMARY CAFFARELLA AND LISA BAUMGARTEN THIS TEXT IS USED IN
GRADUATE STUDY PROGRAMS FOR ADULT EDUCATION AND IN PROFESSIONAL
DEVELOPMENT OF ADULT EDUCATION PROGRAMS.
Slide 6
KEY CONTRIBUTIO NS: CUNNINGHAM NUMEROUS PUBLICATIONS,
EDITORSHIPS, AND AUTHORSHIP ROLES STRESSED THE IMPORTANCE OF
TRANSFORMATION THROUGH SOCIAL ACTION AND COMMUNITARIAN ACTION
HELPED TO ESTABLISH URBAN LIFE CENTER IN SOUTH CHICAGO HELPED
ESTABLISH SEMINARS FOR CHICAGO COLLEGE PROFESSORS, ADDRESSING THE
ISSUES OF SEXISM, RACISM, AND VIOLENCE DEDICATED HER LIFES WORK TO
HELPING LOW INCOME FAMILIES AND SEARCHING FOR EQUITY AND SOCIAL
TRANSFORMATION
Slide 7
Needs, Focus, and Impact Cunningham focused on the social and
ethical responsibilities of Adult Education. The general focus was
on learner needs and how not all students learn in the same way.
Merriams primary focus was on developing useful texts for the Adult
Educator and the links between andragogy and self- directed
learning. AFTER SOME 80 YEARS OF STUDY, WE HAVE NO SINGLE, NO ONE
THEORY OR MODEL OF ADULT LEARNING. WHAT WE HAVE INSTEAD IS A
COLORFUL MOSAIC OF THEORIES, MODELS, SETS OF PRINCIPLES AND
EXPLANATIONS THAT COMBINED CREATE THE KNOWLEDGE BASE OF ADULT
LEARNING - SHARAN B. MERRIAM
Slide 8
Based on the different philosophies of education Analytical:
Purpose of education is to communicate knowledge, understanding,
and insight through a deeper awareness and consciousness Liberal:
The purpose of education is to develop the mind through
transmission of a body of organized knowledge to produce virtuous
people Behavioral: To promote competence, skill, development, and
behavioral change in order that the learners meet societal
expectations Progressive: To promote societal well- being, enhance
individual effectiveness in society and give learners practical
knowledge and problem-solving skills Humanistic: To enhance
personal growth and development, and to facilitate self-
actualization. The learner is highly motivated and self- directed
Radical: To bring about social, political, economic, and
fundamental change in a society through education. Occurs usually
in an oppressed society/community.
