Adult education? Research? In Finland?

1. Adult education? Research? In Finland? Adult education - Repair-activity or an instrument of development? psalo@abo.fi Petri Salo, Åbo Academy University, Finland

2. Adult education – an independent field of science? According to the professors Kari E. Nurmi: not an independent science, part of education, a field of research in which things are put into practice, some signs of independence (journal, professors, research society) Risto Rinne: independent in the same way as other fields of science, quite a lot of its own (field of research, publication series, professors) considering the scientific base, methodology and research perspec-tives connected to social sciences Yrjö Engeström: the independence of branches of sciences is a myth and artificial relic. Adult education has its own valuable perspective that should be developed accordong to its own starting points with openness and engagement to other fields Reijo Miettinen: does not have a strong theoretical base of its own, distinguishing it from education, both based on philosophy, sociology, psychology, connected even to research in organizations, innovation, sociology of knowlegde

3. Adult education – an independent field of science? Juha Suoranta: I look at all social sciences, even education, as a joint source for all researchers interested in society and upbringing. If the fences of science policies are to high a dialogue between the researchers a will be missed Jukka Tuomisto: It is of interest to develop a theoretical base of its own. We have understood the importance of using other sciences in solving our scientific problems, but not been able to in a distinct and goaloriented manner to strengthen the theoretical base of our own. The interaction with other fields important. Anneli Eteläpelto: Can be understood as independent if you use criterias such as professorship, scentific journal, international conferences and a distinct research traditionbut what is its identity and position in relation to other sciences. Adult education is expected to further the ongoing changes in society and at the same time solve the problems caused by the changes

4. Examples of dissertations in Adult Education From universities in Helsinki och Tampere €Joy and struggle for renewal. A Narrative Inquiry into Expertise in Job transitions. € Intuition and analysis at work. The role of cognitive style in expe-riences of work contexts. € Strategic Security. A Constructivist Investigation of Critical Security and Strategic Organisational Learning Issues: Towards a Theory of Security Development € The ambiguous human resource – change and leadership within the public sector € Scope for growth– innovativity, motivation and work satisfaction in a marketing company € The professional competence of healt nurses working at occupational health care € Learning at the margin – a longitudinal study on textile factorys blue collar workers € Being an adult and a parent in a steppfamily

5. Conclusion Human traits – aspects of human, social, identity capital … …studied in a organizational or working life context . . with the ambition of furthering development and growth.

6. Adult education yearbooks Published by KVS foundation (Society for peoples enlightenment) Professionalism and professional growth Constructivism and realism Lifewide learning and adult education Changes in teachers work and identity Supporting adult studies by networks and ICT Learning and aging Liberal adult education in knowledge society Everyday learning Changes in work and learning Learning and life history

7. National adult education conference 2006 Adult education and justice Sessions Vocational education and training Evaluation Citizenship, demoracy and bildung Higher education Gender and justice Arts, creativity and culture Working life Networkbased learning environments Entrepreneurship training

8. Adult education -journal 1996-2004 163 scientific articles Research in adult education is for lonely wolves Only 20% of the articles was written by two or more authors Considering gender adult education is nowadays quite equal The portion of women amongst authors was risen from 29% to 55% The research is not multidisciplinary Adult educators 66% of authors Social scientists 10%, psychologists 6%, political scientists 6% 74 % of authors work at departments of education Data is gathered using the traditional methods interviews 42%, questionnaires 27%, documents 20% The methods of data analysis are seldom described in detail and in depth

9. Adult education -journal 1996-2004 The main areas/themes of research Changes within working life and labour market Adult education for labour market, unemployment, work place learning the interplay between training and working Organisational development Methods and models, teamwork, learning organizations Adult teaching and studies Academic teaching and studies, open learning environments The adult learner Adulthood, the social and societal significance of adult learning, life history perspective on adult learning and education Bubbling under ICT, gender, expertise and know how, human resource development, entrepreneurship, leadership

10. Adult education -journal 1993-1997 Ten years earlier Adult studies, learning and teaching Labour market adult education and the interplay between training and working life Research and methodology in adult education Networks and network organizations Quality and evaluation in adult education

11. European research themes and interests € Access and processes from the learners perspective € Research on adults as diversified groups; migrants, older population, gender € Civil society and adult education; active citizenship, social capital, Bron, A. 2005. Paradigm change in adult education research The core concepts At the year 2004 conference held by European Society in Research in Education of Adults identity, career (counselling, guidance), motivation, training citizenship – civil society, meaning (making sense) biography –life history, lifelong learning

12. LIFELONG ACTIVE LEARNING CITIZENSHIP Popular and Adult and community education continuing education SOCIAL CAPITAL The spheres of lifelong education and lifelong learning