By Leon Bataille
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Extra resources for A Turning Point for Literacy: Adult Education for Development the Spirit and Declaration of Persepolis
The problems, identified beforehand, must be translated into educational aims, taking into account two questions: (a) What afe the possible solutions to the given problems, and what set of theoretical knowledge and practical abilities is necessary for choosing and applying solutions which, in addition, respond to the expectations and aspirations of the participants? 12 It should be noted that an original technique for getting to know and identify problems has been developed under the EWLP in the form of operational seminars.
8. From the foregoing section, it seems reasonable to conclude that the method which gradually emerged from the various projects (and which is relatively uniform despite important variations from one project to another) justifies the validity of a characteristically dynamic and open functional education, that is, one capable of evolving, of being modified and transformed through the initiative of the participants (in the fullest sense of the term) and those responsible for the training at various levels, in relation to all kinds of problems arising in practice and in new situations created by its own development.
PEDAGOGICAL RELATIONSHIP All projects sought to promote participation in the dynamics of the classroom situation. This is not merely similar to what educators call "active methods". ). Secondly, the nature of the pedagogical relationship within the classroom must be linked to the participation of the adults in the programme as a whole. The level of educational directivity cannot be separated from the level of initiative of the participants in administering the programme. It is as if two sources of legitimacy or authority constituted the poles of functional methodology: one is the legitimacy derived from technico-scientific competence, the other stems from the forms of social organization of the milieu itself.