Stanley's essay examines Paulo Freire's philosophy of literacy as a quality of consciousness and the significance that that has for the illiterate. He then examines Freire's arguments using the three criteria of evidence, utopianism, and refinement before presenting some sociological problems for a philosophy of education as a conclusion. (AG)

This article is a transcription of a talk with Freire in which he discusses the impossibility of neutrality and the implications lack of neutrality has for education. He views education as a means of domesticating, dominating, or liberating the educatees. Literacy is discussed in terms of transforming reality. (AG)

Taken from the writings of Jawaharlal Nehru, this article revolves around his reactions to prison and the effect of imprisonment upon his political and social philosophies. Nehru discusses his political self realization and the need for unification of cultures. (RR)

The changing role of Danish folk high schools is discussed in general terms, and the Kolding Folk High Schools's growth is used as a specific example. Once stressing political awareness, the schools now stress political activity. (AG)

Written in Spanish, the article explains that expanding an adult basic education program, the Brazilian Literacy Movement (MOBRAL), necessitates considering the social orientation of MOBRAL in the context of Brazil and of Latin America as a whole. (AG)

The author, secretary general of the Republic of Zambia, discusses education (and particularly adult education) as a political imperative in Africa. He cites the problems of illiteracy and of the desire for a democratic system, and suggests that population growth must be adjusted to development potential. (MF)

In China, the liberation of women is a continuous process. Political campaigns and the small study group are used by the government on a continuing basis to change attitudes. The role of women has moved from slaves to modern-thinking participants--a remarkable social transformation for any developing country. (MW)

The author maintains that adult education has become a coercive force which governs the life of North Americans and threatens the rest of the world, directed by technocrats, politicians, and established institutions in the name of equal opportunity but with the actual aim of consolidating the established social order. (AJ)

Reflecting on a visit to China, the article offers some insights into the workings and values of Chinese society and a glimpse of the part adult education plays in the process. Ideological education is a primary concern and technical and vocational training are emphasized. Politics is clearly in command. (MW)

"Learning to Be," a project authored by the International Commission on the Development of Education, is criticized for its reliance on science and technology to solve social problems. "Defensive education," based more on political consciousness and action, is proposed as a better solution to the educational needs of society. (MW)

Learning through practical experience begins in kindergarten and continues through life in the Chinese approach to education. Adult participation in learning is threefold: the opportunity to criticize each other, to parti in decision-making, and to be artistically creative. Learning is an expected, not incidental, outcome of day-to-day experience.…

The "people-ocean", not a small elite group, is seen as the sustaining force of China. In this light, the role of education is seen as helping people to develop a new socialist consciousness. Change is the key concept; vocational and technical education must "leap forward" to better scientific education. (MW)