Tapes are available on the following presentations at $6. 00 each.

Mr. William Dickson

Mr. William Jacobs

Dr. Francis Lonsway

Most Rev. William E. M 'Manus, D. D.

Brother Leo Ryan

Sister Martha Langdon and Rev. Salvatore Trozzo

Msgr. Geno Baroni

Dr. John Jansen

Round Table Discussion with Msgr. Baroni, Dr. Jansen, Rev. Lucker and

Mr. Bob deBettencourt

Mr. Bob Greger

Dr. Mark Gibbs

Evaluation of Conference

Send order to: Creative Sights and Sounds Inc.

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for handling. Also indicate whether cassett or reel tapes are desired

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on the tapes.

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Washington, D. C. 20005

202/659-6646

Please make check payable to Division for Adult Education ($2. 00 each).



REACHING THE FORGOTTEN ADULT

Proceedings of the Adult Education Conference

Sponsored by the United States Catholic Conference

Division for Adult Education

and

Bergamo Center

May 9-14, 1971

Moderators

:

Rev. A1 Persons

Lawrence J. Losoncy

0
Published by:

Division for Adult Education

United States Catholic Conference

1312 Massachusetts Avenue, N. W.

Washington, D. C. 2 0005



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TABLE OF CONTENTS

MR. WILLIAM JACOBS

Introduction 1

REV. AL PERSONS
Orientation: Welcoming Remarks 3

* BROTHER LEO RYAN
Where are We Going in Adult Education? 5

MR. ROBERT BROCK
Decision-Search: A Learning Model for
the Future 26

MR. JEFFREY REINERT
Fiscal Responsibility 27

A. GILES SCHMID

Media -Impact 28

SISTER MARTHA LANGDON
Components of an Adult Religious Education

in the Future 29

^fiREY, SALVATORE TROZZO
Components of an Adult Religious Education

in the Future 31

>i^MOST REV. WILLIAM E. MCMANUS, D. D.
Dinner Talk 36

* MSGR. GENO BARONI
Who's Together in America ? 46

* DR. JOHN JANSEN

Leadership and Responsibility 47

^.^SlvlALL GROUP DISCUSSIONS (Round Table)
Msgr. Baroni, Dr. Jansen, Rev. Lucker and

Mr. deBettencourt 49

MR. JOSEPH NEIMAN
Faith Community Development and Develop-
ment of Professional Parish Leadership 52

* Tapes are available. See back page for information on ordering.

Presentation was combined, both on one tape.



*MR. WILLIAM DICKSON

A Marketing Management Approach
to Program Development 53

*MR. WILLIAM JACOBS

Adult Religious Education 54

MR. JOSEPH MCSWEENEY & SISTER JO DUNNE
Campaign for Human Development 56

REV. RAYMOND A. LUCKER
Total Educational Mission of Church 58

RICHARD A. STRATHERN, S. M.
Program Administration 59

ANDREW W. DUNCAN, PRESIDENT
Presbyterian Institute for Human

Development - Dinner Talk . 62

*DR. FRANCIS LONSWAY
Development of Para -Institutional

Adult Education . . 64

* MR. BOB GREGER
The Portland Approach 76

MR. DENNIS BEACH
Promotion and Public Relations 77

MR. RON DEL BENE
Program in Attitude Change 82

ROGER E. BEAUBIEN
"Evaluation Process /Instrument

for Rural Parishes" 83

ADULT EDUCATION ASSOCIATION DRAFT 85

HOPES OF STAFF/ HOPES OF PARTICIPANTS 88

PROUDS 89

REFLECTIONS ON OUR CONFERENCE 93

LAWRENCE J. LOSONCY
Looking Back and Looking Ahead 100

APPENDIX I: Steering Committee 102

APPENDIX II: Regional Consultants 105

SPEAKERS AND RESOURCE PEOPLE 108



INTRODUCTION

Realizing the multiplicity of trends, ideas, techniques, leads and

problems in the adult education field, the Division for Adult Education of

the United States Catholic Conference found it necessary to call together

as many expert practioners as possible for a special series of conferences

in May, 1971.

So much has happened in the preceeding two years and so many

new needs have arisen and so much complexity in approach has developed,

but it seemed there could be no more progress, at least predictable progress

without bringing together hierarchy, clergy, religious and laity involved

at all levels with the adult education process within the Catholic Church in

the United States. This was accomplished during the Bergamo Conference

which was attended by more than eighty persons, representing more than

forty states. The main intention of the conference was to provide massive

exposure to new ideas and approaches through lectures, seminars and

workshops, as well as various process approaches in which some of the

participants would be able to expose their ideas and relate their own direct

experience. In addition, a number of meetings were held which were

devoted esclusively to local and regional problems.

To be sure, there was considerable confusion as to the needs and

goals of the conference. The program was so varied that theye were

objections, very frequently as to the way things were going. However, as



2

the week went on, each participant drew something from somewhere, com-

bined it with some special knowledge and experience and made it his own.

This he managed to contribute to the others through workshops and discussions.

A quiet, deep, but very productive spirit ran throughout all of the sessions

and by the end of the week there was little doubt that the goals had been achieved

The purpose of these proceedings is to provide those who attended the

conference with quick memory jogs as to what was said and in what sessions.

The second purpose is to provide an outline of what went on for those v^ho

were unable to attend. We followed the course of the conference faithfully

and as included in appendix #1 they detailed the way in which it was set up

and conducted. Some of the major presentations are presented here in

total. Others have been abridged. Workshops have been summarized.

This variety of approaches is necessary in order to keep within some

reasonable bounds on the length of this book.

However, we believe we have been faithful to the spirit of the con-

ference and as thorough as possible in reporting what went on. If, after

reading the proceedings you feel a little confused, you will be a welcome

addition to those who attended the conference. Too much went on, too

many things were discussed, too many problems were unveiled to allow

any neat clear solutions or any packaged programs to take home in a

shopping basket. However, all in all, we feel that it was one of the most

valuable conferences held in the Church in the United States in recent years

and we hope that you will agree after reading the proceedings.

William Jacobs, editor



3

ORIENTATION: WELCOMING REMARKS

Lawrence J. Losoncy & Rev. A1 Persons

Purpose: To do some self-conscious hard work at building trust, openness, etc.

Milling: Greet everyone, especially those you have not yet greeted.

Pairing #1:

Choose someone you would normally least likely choose to talk to.

Task I: Share reasons for choice

Task II: What sort of things have you heard about this Conference?

Share a few and record.

Pairing #2:

Choose someone else you would not usually get to talk to.

Task I: Share reasons for choice

Task II: What would you most like to be doing these five days if you

were not here at Bergamo?

Share a few and record.

Pairing # 3 :

Choose someone you'd like to know better.

Task I: Share why you chose, or felt about being chosen.

Task II: What would make this week worthwhile for you?

Pairs move into quartets:

Choose another pair whom you have not yet met.
Task I: What are some of the feelings you had as you left home for Be rgame

Task II: How did you feel as you walked in the room for this session?

Task III: How do you feel right now?

Sharings on I, II, and III.

Choose a new partner - someone you haven't been with yet this session?

Task: "Looking over recent months of my work in adult education, I am
most proud of . . . . " (Share later what your partner is proud of)



4

Each pairing choose another pair of persons you haven’t worked with yet.

Task I: Report to new pair what your partner is most proud of.

Task II: Write out each "proud", with name attached on newsprint.

Sharing by (a) posting newsprint and

(b) one member of quartet reading the four "prouds"

(Option-projections onto one of quartet by other three - of other resources

you see in the one )

Milling:

To put your name by any "proud" about which you want to know more.

(Contact later to get with this person - if more than one, watch the space and

time sheet for his announcement of when he will describe the idea, activity, etc.



Leo V. Ryan, C.S.V., Ph. D.*

Director of Education

1100 Forest Avenue

Evanston, Illinois 60202

Where are We Going in Adult Education?

Leo V. Ryan, C.S.V.,Ph.D.*

"The Adult Education movement is vigorous, sprawling, and amorphous —

vigorous, because it originates in basic human needs; sprawling, because

it is the function of widely diverse agencies; and amorphous, because

springing from an extensive range of human interests, it lacks an inte-

1 .

grating focus." "This pluralism of (agencies sponsoring) adult education

2 .

is a reflection of American Life." American adult education is charac-

terized by a pluralistic "non-system" where formal and informal educational

institutions, social, and voluntary organizations form the broadest cate-

gories of adult education activities.

To ask where we are going in adult education, suggests we reflect on where

we have been. Liveright, in his study of adult education, classified spon-

3.

soring institutions and organizations under thirteen categories. Churches

and religious organizations are one such category. Such a category indenti-

fies the "we" in the title of this introductory explanation of the theme of

this conference.

* Adjunct Professor of Management, Loyola University (Chicago) on leave as

Director of Education, American Province, Clerics of St. Viator. Brother

Ryan founded the Division of Continuing Education at Marquette University

in 1959 and was Director until 1965. In 1966-68, he served with the United

States Peace Corps in Nigeria and in 1968-1969, he was Assistant Superior

General of the Vlatorians in Rome and Consultant to several Vatican agencies

on organizational development. A former President, Milwaukee Council on

Adult Learning, he is a long-time member of AEA/USA and a member of the AEA

National Program Resources Committee.



6

What are the facts that situate the Churches and religious organizations

in the historical movement of adult education in the United States? Even

more specifically, what might be considered the significant events in the

evolution of adult education in the United States under egis of the Roman

Catholic Church and Church organizations? As a prologue to our later dis-

cussion, it will be helpful to examine the emergence of factors influencing

the sponsorship of adult education activities, to consider the numerical im-

pact of these efforts and to identify the limited but specific literature

available to guide us as we seek to identify whither it is that we are going

in this important movement.

"The Sunday School movement in Christian groups in the 18th Century is cred-

ited with being the beginning of modern adult religious education.” The

first discussion of religious institutions and organizations as separate

agencies in adult education and of Catholic adult education programs appeared

in the 1948 edition of the Handbook of Adult Education in the United States .

That first identification was brief, limited to an identification of the

National Catholic Welfare Conference (NCWC) as a "national clearing house" on

matters related to education. CCD was treated in a paragraph; the discussion

of the Department of Education was limited to two paragraphs with no reference

to adult education itself. Only the Social Action Department listed a signifi-

cant series of adult education programs. Russell Barta later noted: "One of

the outstanding contributions that the Catholics have made in the area of adult

education. . .has been in the field of worker education."

By 1960, the Handbook noted two movements in Catholic adult education. Miller

cites the organization of the Catholic Adult Education Centers (CAEC) in Chicago

and the Catholic Community Center in Kansas City and notes that "The recently



7

formed National Catholic Adult Education Commission is a good illustration of

the development of a special national organization for adult religious edu-

8

cation within our particular faith.”

The Commission was organized in 1958 at a Workshop at Catholic University

and in November, 1958 established as an NCEA Commission. The Commission's

•objectives were broad and extensive, the services limited. An annual meet-

ing and one day conference was held in conjunction with the NCEA Convention.

The Executive Secretary during the first years was Vaile Scott until the

subsequent election of Doctor Frances Lolng and Mrs. Jane Wolford, Director

of Adult Education for the Archdiocese of Detroit. The programs of the

National Council of Catholic Men (NCCM) and the National Council of Catholic

9

Women (NCCW) were both noted in the same Handbook.

The Chicago Adult Education Centers (CAEC) originated in 1955 as an adult

education experiment because Cardinal Stritch believed that "people lacked

10

intellectual and cultural depth." More specifically, the CAEC began "as

an experiment in continuing liberal adult education with special regard for

11

those questions with a theological dimension." The Centers increased from

five in 1955 to twelve in 1956, then to six by 1962 and eventually to twelve

by 1968 with 2500 registrants. The CAEC organization itself had ceased to

exist by 1969, although some of the programs survived either as separate

12

organizations or were absorbed by other existing agencies. These seperate

efforts have been significant beginnings, but limited in aims and achievements.

"The Protestant and Catholic Churches, and to a somewhat lesser degree, the

Jewish temples and synagogues, continue to lag behind many other institutions

in the expansion and differentiation of adult education well into the modern

13

era." However, there are forces rapidly emerging to change this situation.



8

Kenneth Stokes in the 1970 Handbook observes: "Roman Catholic adult

education is just beginning to emerge as a significant aspect of the

life of the Church. There is no doubt that it will play an increasingly

important role in the years ahead." When the next Handbook is written,

the year of 1970 will be identified as the beginning of a new era in

Catholic adult education. For that year signaled the decision to create

the Division of Adult Education in the United States Catholic Conference.

That year saw a marked increase in the number of diocesan directors of adult

education or adult religious education and the rapid introduction and expan-

sion of the number of programs under Church and religious organization spon-

sorship. 1970 will be noted as the year in which "an integrating focus"

came to Catholic adult education. Lawrence Losoncy became the first director

of the Division for, Adult Education US.CC in 1970 and through his dynamic

leadership, we can say as he did at Georgetown, "Adult Education in 1970 has

been a time to plant and a time to hope and a time to rejoice."

The formation of the National Advisory Council to the Divison for Adult Ed-

ucation and the creation within the Adult Education Association of the U.S.A.

of a special Commission on non-secular Adult Education at the initiative of

the Advisory Group are significant advances. Our presence at this National

Conference is a testimony to our intention to plant and to plan our efforts,

to hope and to organize our strategies, to rejoice and to evaluate our po-

tential, to serve our fellow man, meet his need for lifelong learning.

Who is my brother—both the known and the forgotten adult?

"Religious organizations ... not long ago constituted the largest category of

participation in the field of adult education." Malcolm Knowles estimated

15,500,000 adults participated in adult education activities in religious

institutions in 1955. The National Opinion Research Center at the University



9

of Chicago study of the educational pursuits of American Adults, Volunteers

for Learning constitutes the most recent and most authoritative and most

comprehensive study of adult education to date. The study ranked categories

of adult learning by number of participants. The general category of re-

ligion, morals, and ethics ranked third in the number of participants with

an estimated number of 3,820,000 adults. Liveright, in his 1966 study, simply

cites this range of enrollment data by source since no regular statistics

are collected by any central source in this category of church and religious

organization-sponsored adult education.

Churches and Synagogues ranked first in the number of courses offered and in

19

the number of participants attending adult education programs. What do these

statistics suggest about participation by Catholics in adult education activi-

ties? Based on the estimate that 25 percent of the total population is Catholic,

the NORC study sample indicates that 24 percent of all those who participated

in forms of adult education were Catholics. Only 6 percent of the adults who

20

studied religion were Catholics.

Where do we go to seek guidance in the adult education field? Miklas observed

(in 1959) that "Catholic educators have practically nowhere to turn when they

21

want to find out the status and aims of Catholic adult education." The available

literature addressed specifically to Catholic Adult Education was limited until

22

the publication this year of the ABC's of Adult Education . The Catholic Adult

Education Commission of the National Catholic Education Association was the

single professional organization until the decision now in process within the

Adult Education Association/U. S. A. to invite, encourage, and promote membership

among an ever increasing number of persons involved in adult education programs

23

under Catholic Church and religious organization sponsorship. As Joseph Neiman



10

points out, "throughout the United States and parts of Canada, a new focus

24

is appearing in parish religious education— the professional." These area

—

parish religious educators or coordinators and related persons in this seg-

ment of adult education represent the greatest influx of the numbers of

Catholic educators to the adult field. It is their professional roles as

persons trained in Theology and religious education that makes them proper

candidates for affiliation with the professional adult education movement.

The best approach for Catholic adult education today is to affiliate with

nationally-based but internationally recognized adult education organizations.

We do not need another limited-purpose, denominational, and thereby, segre-

gated organization. Rather in the spirit of cooperation and collaboration to

unite our efforts with those who have already founded, developed, and brought

to maturity the adult education movement.

Thus, we see where we have been—where church and religious organizational

efforts are situated in the adult education movement in terms of sponsorship,

numbers, categories of courses, and in the historical records of the move-

ment. We see where we are at the moment—on the threshold prepared to make

a dynamic thrust forward which will greatly influence the adult education

movement. As we now design strategies for the future, we are consciously re-

sponding to the call of Vatican II which reaffirmed the Church's role as

teacher and has urged its membership to develope and extend its educational

mission especially among adults.

The questions we must ask today are these:

(1) What is adult education?

(2) Where is adult education going in the immediate future?

(3) What trends do we face in our over-all strategy?

(4) Who is this adult whom we seek?



11

(5) Who may be termed "the forgotten adult"?

(6) How must adult education be restructured to meet today's needs?

(7) What resources can we call upon in our efforts to design a

strategy?

(8) What strategies must be developed?

(9) Where will these strategies lead us?

(10)

How will we respond to these challenges to adult educators?

Let us examine each of these questions and note the trends currently under

consideration which will affect and modify our planning and program efforts.

(1) What is adult education ? "There is still no single definition

universally accepted by adult educators nor is there a universally held pub-

25

lie image of adult education." The Liveright study developed a synthesis of

leading definitions and offers this definition:

Adult education is a process through which persons no longer

attending school on a regular, full-time basis undertake acti-

vities with the conscious intention of bringing about changes

in information, knowledge, understanding, skills, appreciation,

and attitudes or to identify and solve personal or community

problems.
°

Adult education is more "considered as a process coterminous with life."

Adult education affirms "that education is life - not a mere preparation

27

for an unknown kind of future living..." Hence, the emergence of the

term "continuing education" to describe education as a continuous commitment

to life long learning. "Formal schooling is a rather recent innovation. .

.

the important role of education is not entrusted to any single institution,

and it does not end at a certain age. It goes on all through life."

"...Continuing education is that idealistic and timeless conceptual thread

that connects all deliberate efforts to help the human organism learn through-

28

out life."



12

(2) Where Is adult education going in the Immediate future ? Respond-

ing to this question, Paul V. Delker (Director, Division of Adult Education

Programs, Office of Education, HEW) observed that "we are on the threshold

of a life-long learning society in which all people throughout life will

learn and in which most of the learning will be in non- traditional method-

30

oligies." We, as Americans, are on the threshold of undertaking at the

federal level a nationwide system of adult learning. We, as Catholics, must

likewise be aware that we are on the threshold of a movement which will

yield a nationwide network of Church and religious organizations devoted to

adult education. That is why this National Conference has been called. The

immediate future will see acceptance of the life long learning concept and

the urgency of a national coordinated effort by all responsible agencies.

(3) What trends do we face in our over-all strategy ? Two dominant

trends will affect our planning process : (a) the recognition that no single

institution or sponsor will dominate adult education, and (b) that the

planning process must employ a systems approach.

Any program of adult education must be comprehensive, embracing the wide

range of learning needed for meeting the life time requirements of adult

living. Any program must serve the interests of the whole Community. The

task is too great for any one agency. Adult education "requires the com-

bined planning of all organizations and the coordinating services of some

general group responsive to every nook and cranny of the neighborhood,

continuously investigating, planning, and acting in the interests of the

31

Community as a whole." For this reason, we convene to consider geographi-

cal strategies (national, regional, and local) and agency coordination.



13

A systems approach is essential. We are already embarked on plans for a

nationwide system of adult education. Components of that program include:

(1) The effort to bring all adults to the education level necessary

to fully participate in Society. The Right-to-Read Effort with a 1980

target is basic to the system. Literacy must form the first stage of a

continuing life long adult education program.

(2) If this systems approach becomes a reality, it will be the first

time that any country has devised a realistic definition of "functional

literacy". David Harman in the Harvard Educational Review suggests that

the newly adopted definition of "functional literacy" will probably re-

veal that about one-half of the adult population is unable to cope educa-

tionally with the kind of society we have become. This conclusion sug-

gests that one-half of the adult population is educationally disadvan-

taged. Toffler has raised the question of "cope-ability". "For educa-

tion, the lesson is clear: its prime objective must be to increase the

Individual's 'cope-ability'— the speed and economy with which he can adapt
to continual change.

(3) Radical new efforts must be devised to meet the needs of adults

affected by societal changes. The Adult Sesame Street program proposal is

one effort; non-traditional study programs in Adult Higher Education will

be another effort. Needs must be reviewed on a systems-wide basis; and

programs must knit together into a systems response.

(4) These components will eventually fit into a system of life long

learnings for all citizens. So too, our efforts must eventually fit into

the efforts of society at large and the efforts of Church and religious

organizations must clearly be integrated.

Ours is presently a "non-system". Hopefully, we can plan with the trend,

not operate in an atomistic or counter-cyclical manner. A system of adult

education must derive its own specific aims and have its own adult-based

curriculum, methodologies, and materials.

(4) Who is this adult whom we seek ? The concept of adult in adult

education has been variously defined. Verner Coolie cites three: by age,

35

psychological maturity, and social roles. The Handbook (1970) defines

"an adult as anyone who has either discontinued or completed his formal ed-

36

ucation and is now trying to re-engage in the educative process."

(5)

Who may be termed the "forgotten adult ?" "Adult education parti-

cipation is still focused primarily on the middle and upper middle class

groups in our Society, and programs in the civic, social, and self-realiza-



14

tion areas still fall way behind those in the vocational and family develop-

37

ment areas." If the excluded are those "forgotten", then persons in need

of literacy and basic adult education, especially minorities, are forgotten.

Likewise, the 4 of every 5 persons not enrolled in any adult learning acti-

vity during the NORC study are "forgotten"; that means some 76% of the

Catholics in that period were "forgotten adults". Likewise, those 94% of the

Catholics not enrolled in religious, moral, or ethics courses are a "for-

gotten adult group" for the religious educator. The masses of our population

can be classified at one time or another as "forgotten adults", especially

if they have evidenced no desire or commitment to life long learning. We

have glibly over the years called graduation "Commencement" (meaning, of

course, the beginning of life-long learning), but most people have considered

it the end of their education. As long as this attitude prevails, there will

be hosts of "forgotten adults". The function of all education in the future

must be to produce "graduates" committed to life-long learning. Any other

goal is less than adequate to meet the demands of our changing Society.

The Jobston-Rivera study provides us a profile of the adult learner:

The adult education participant is just as often a woman as a

man, is typically under forty, has completed high school or more,

enjoys an above average income, works full-time and most often in a

white-collar occupation, is married and has children, lives in an

urbanized area, but most likely in a suburb than in a large city,

and is found in all parts of the Country, but more frequently in the

West than in other regions.^®

While that profile enbraces many people, it leaves outside the present in-

fluence of adult education, many "forgotten adults." Their education is

our challenge

.

(6) How must adult education be restructured to meet todays needs ?

Adult education must be structured anew and programmed with special recog-

39

nition to todays needs.



15

(1) A life-long. Integrated program and process of learning

must be developed to make continual participation acceptable and expected.

(2) Students of all ages must "learn how to learn" rather than

merely be taught.

(3) Self-study must be emphasized.

(A) Educational programs, materials, and facilities which are

relevant, accessible, meaningful, and important to all social classes must

be developed.

(5) Computer technology and mass media must be harnessed to the

expanding needs of continuing education.

(7) V?hat resources can we call upon in our efforts to design a strategy ?

In our efforts, we can benefit by the efforts, data, and research of others.

We have already mentioned the Adult Education Associatlon/USA, the Division

of Adult Programs, Office of Education, HEW and the Catholic Commission on

Adult Education, NCEA. We can avail ourselves of the statewide network of

Adult Education services in our respective State Departments of Public In-

struction and through the Adult Education Services of our local school boards

and school districts. The Library of Continuing Education of Syracuse Univer-

sity (107 Roney Lane, Syracuse, N.Y. , 13210) houses a quarter million docu-

ments related to adult and continuing education. ERIC, the Clearinghouse on

Adult Education (the Educational Resource Information Center of the United

States Office of Education and Syracuse University at the same above address)

acquires. Indexes, abstracts, and disseminates data on adult education. Local

Colleges and Universities, especially those with courses in adult education

and those with programs in adult or continuing education, are available sources

of professional direction, guidance, and Instruction. State adult education

associations and some city-wide adult education groups are invaluable resources

for a systems planner or program director. The National office of the Division

for Adult Education, USCC, can perform a clearinghouse function, and the network



16

of regional coordinators, advisors, and consultants can assist and strengthen

efforts at the diocesan, regional, and local levels.

Manufacturers, media personnel, publishers, producers of software are among

the most sensitive groups working in the field of adult education. Sensitive

to people’s needs, these leaders are aware of issues, trends, materials, and

successful programs and techniques. The Trade Fair, developed in conjunction

with this National Conference, is a laboratory exercise in adult learning, de-

signed to complement the other learning techniques utilized during this week.

The resources we require must come from the field itself. In a Postscript to

his study of adult education, Liveright noted: "Whereas in 1966, it seemed

that the field of adult education could look to the Federal Government for

leardership, additional financing, stimulation of creativity, and general sup-

port, in 1968 it appears that such stimulation and leadership must come from

40

within the field itself."

(8) What Strategies must be developed ? Strategies need to be developed

for persons engaged in:

(1) the direct guidance of learners;

(2) the design of programs;

(3) the promotion of programs;

(4) the administration of programs;

(5) the advancement of adult education as a field.

These are the tasks of leadership essential to achieve our goals of aiding the

41

"forgotten adult" to educate himself.

In the strategies for the "direct guidance of learners", we must acknowledge

again the concept of continuity in learning; discover new dimensions of the

educability of adults; consider adult education broadly while accepting our



17

unique opportunity in religious adult education; focus on the adult as a

learner; approach the adult via the route of situations, adult needs, adult

interest. "Three trends can be noted: First, much more attention is being

paid to methods of teaching, particularly designed for adults . Second,

participation by the adult learner is becoming keynote. Third, the media

of mass communications are increasingly being used as tools, either by them-

42

selves or with other methods."

We need a rationale for Catholic adult education. We need a "critical ap-

praisal" (Vaile) or "serious examination" (Losoncy) of the traditional forms

of adult involvement in the Church in terms of the underlying philosophy,

methods, and impact these forms have had in the past and examination of how

best now to accomplish the goals of a renewed Church.

In strategies for the "design of programs", we need creativity, flexibility,

immagination, and relevance. We need to accept McLuhan's idea that more

learning goes on outside the classroom than within; to explore the categories

of adult learning interests, to stress response to adult situations, to

understand new theories of learning—learning by doing, involvement, parti-

cipation. We need program diversity. Adult learning and adult action should

be related. The "inquiring mind" of the adult is learning-orientated, action-

43

orientated, or goal-orientated. We need program advisory groups and consumer

panels as used in Marketing. We need program variety; lectures, participation

groups, films, discussions, process education, problem solving, case studies,

and simulation games. We need program coordination among agencies, institutions,

and organizations to best serve the varied needs of large numbers of adults.

Coalitions and Consortiums would bring efforts into focus and perhaps
,
achieve

goals more effectively. We need opportunities for self-study, small and large

group efforts. We need programs geared to various learning abilities, levels,

and speeds

.



18

Planning then for effective adult education demands objectives for the total

effort and for each component and the selection of the appropriate means,

methods, and techniques to achieve those goals.

In strategies for the "promotion of programs", we need to use all the promo-

tional means available. Competition for the time of adults is intense. Con-

tinuing education may well be a terciary activity ranking for adults often

after family and job interest. Programs, catalogs, brochures, flyers, and

posters must be combined with local and diocesan press releases, feature

articles, AM/FM radio and TV spots for public service announcements, and

announcetnents on civic calendars, club publications, and bulletins. Mailing

lists are vital, costly to maintain, important to validate periodically, but

clearly essential. Repeat enrollments by former participants and "word of

mouth advertising" are evidences of good program design. Ease of location

for programs, simplicity in enrollment, equal treatment of attendees, timing

(morning, early or late afternoon or evening) and available parking are fac-

tors which complement the promotion and are nearly required to achieve atten-

dance. Several mailings (reminders) are often necessary. Use as many forms

exception to the event, leaving no possibility uncovered. Evaluation should

'be made a vital part of promotion. The feedback provides new planning ideas,

a critique on the program and ideas for improved promotion or new publics

to approach. Special audiences should be considered in program planning and

in promotion—mothers of school age children, senior citizens, professional

groups. Advertising, public relations, and salesmanship are all necessary

ingredients of a successful viable program of adult education.

In strategies for "administration of programs", we will devote sessions to

the utilization of appropriate personnel and fiscal and physical resources

and arrange them in a structure of relationships so that they can function



19

effectively and be controlled. The adult education office must be organized,

roles defined, authority-responsibility relationships determined, job descrip-

tions and job specifications established, budgets developed, accountability

determined, activity calendars designed, and program space reserved. The

task of recruiting, screening, engaging, training, compensating, managing,

and evaluating faculty is formidable and will be discussed at length in sub-

sequent sessions. The program hinges on people—people to lead, to direct,

to facilitate, and to participate. The chief administrative office has many

publics to serve and many groups creating demands and pressures. To survive

a philosophy of adult education is essential, a consistency of purpose and

performance necessary and a professionalism that is evident to everyone. Much

of our program this week will concern itself with specifics of personnel, pro-

gram, facilities, and fiscal management.

In strategies for contributing to the advancement of adult education as a

field, the appeal is to professionalism. Professionalism also implies the

willingness to collaborate with colleagues, to contribute to the profession

itself by membership, activity, sharing, and serving. Professionalism suggests

an openness of mind, a personal participation in continuing education how-

ever busy ones personal schedule, and a dedication to excellence in program,

promotion, and performance. By becoming from the outset active members of the

adult education profession, we can contribute to the growth of the field, im-

provement to the practice, and thus, to the advancement of the science of adult

learning.

(9) Where will these strategies lead us ? These strategies will hope-

fully lead us to a significant role of leadership in our society. The future

of adult and continuing education and the -extent to which we Influence the

quality of life in our Country and the extent to which we strengthen renewal



20

in the Church depend on the efforts of those entrusted with this mission.

If we develop important, relevant, dynamic, and creative programs which ad-

dress themselves especially to the intellectual, social, spiritual, reli-

gious, and value-oriented needs of adults, we will shape the quality of life

for them and the generations who are influenced by them.

In religious adult education, we have a unique opportunity. We are in a

period of sweeping change— the changing role of religion in society, renewal,

ecumenism, civil rights—and the old styles of education associated with

religion are dead—sermonizing, indoctrination, and rigid formulations. What

has emerged in recent years in religious education is that people have begun

talking together, about their faith and their personal problems, then corporate

problems and usually to action. This pattern might well be the model of the

future for all adult effort, not only religious adult education.

Strategies in direct guidance of learners, design of programs and promotion,

in administration of programs and in advancement of adult education should

lead to an organized, integrated, national commitment to life long learning

with the Churches and religious organizations making a dramatic contribution.

(10) How will we respond to these challenges to adult education ?

Hopefully with adventure, boldness, competence, and enthusiasm. The climate

is supportive, the need is monumental, and the opportunities boundless. If

the progress made in Catholic adult education since the beginning of this de-

cade is a harbinger of what is to follow, our society, the Christian Community,

Catholic education, and the Church, indeed, celebrate this as "a time to hope

and a time to rejoice.” (Losoncy) Tomorrow began yesterday, and the future is

already in your hands.



21

FOOTNOTES

1. Sheats, Paul; Jayne, Clarence D. , and Spence, Ralph B. , Adult Education :

The Community Approach . New York: Dryden Press, 1953, p. 295

2. Blakely, Robert, "What is Adult Education?" in Knowles, Malcolm (ed)

Handbook of Adult Education in the United States . Chicago: Adult Edu-

cation Association of the U.S.A. , 1960, p. 5.

3. Liveright, A.A. , A Study of Adult Education in the United States Boston:

Center for the Study of Liberal Education for Adults, 1968, p. 56. The 13

categories are these:

Established Educational Institutions

Industry and Business

Labor

Voluntary Associations

Church and Religious Organizations

Health Organizations

Group Work and Welfare Organizations

Museums, Art Galleries, and Performing Arts Institutions

Libraries

Correspondence Study Organizations

Mass-media

Proprietary Organizations

Publishers

4. Miller, Edward R.
,
"Adult Education in Rellgous Institutions", in

Knowles, Malcolm S. (ed)
,
op cit

, p. 356.

5. Ely, Mary L. (ed) Handbook of Adult Education in the United States
,
New

York: Institute of Adult Education, 1948, especially Hochwalt, V. Rev.

Msgr. Frederick G. on "Catholic Adult Education Activities", pp . 187-191.

6. For example, programs of the Catholic Conference on Industrial Problems,

Social Action,, Schools for Priests, Catholic Labor Schools, Institutions

for International Relations, and Institutes on Industry. For a more de-

tailed history of these movements Cf. Cronin, John F.
,

S.S., Catholic

Social Action
,
Milwaukee: Bruce Publishing Company, 1948.

7. Barta, Russell, "The Role of Adult Education and the Lay Apostolate" in

Miklas, Sebastian, OFM (Cap), Principles and Problems of Catholic Adult

Education . Washington, D.C. : The Catholic University of America Press,

1959, pp. 99-100.

8. Miller, Edward R.
,

op. cit . , p. 360-361.. Also see Scott, Vaile, Adult

Education . Chicago: Privately printed by Argus, 1968, "National Catholic

Adult Education Commission", pp . 79-81 and Appendix B. , By-Laws of the

National Catholic Adult Education Commission, pp . 87-89.

9. Ibid
, p. 591. Listing and brief description only.

10.

Barta, Russell, op . cit . , p. 94. Also see Barta, Russell "Special Centers"

in Sister Jerome Keeler, OSB, (ed) Handbook of Catholic Adult Education
,

Milwaukee; Bruce Publishing Company, 1959, pp . 39-39. Barta was the first

Director of the Chicago Adult Education Center.



22

11. Scott, Valle, cit . , pp. 49-50. The activities of the CAEC were or-

ganized under five divisions: Centers for Continuing Education, the

Summer Biblical Institute, the World Peace Center, the Center for Film

Study, the John A. Ryan Forum. Special projects were also undertaken.

For details on goals and programs of each of these areas, Cf. ibid .

,

pp. 53-75. Scott was the first Assistant Director, CAEC, under Russell

Barta and succeeded him as Director.

12. The Summer Biblical Institute, The Center for Film Studies, and Inter-

Media (packaged materials for adult education, 1307 So. Wabash Avenue,

Chicago, Illinois 60605) still exist. Similar Centers now exist in co-

operation with the Archdiocesan Board of Education and the office of

Director of Religious Education in cooperation with some colleges, high

schools, and parish centers. The programs serve a similar adult group,

are more specifically religious education in content, and are diffused

in sponsorship thus perhaps, "lacking the integrating focus" which Sheats

spoke of due to the absence of a central planning staff and City Centers;

leadership in that city was exercised greatly by Sister Jerome Keeler,

OSB, Dean, Donnelly College, a pioneer in the Catholic Adult Education

field.

13. Knowles, Malcolm S., The Adult Education Movement in the United States.

New York: Holt, Rinehart, Winston, 1962, p. 145.

14. Stokes, Kenneth, "Religious Institutions" in Smith, Robert, Aker, George

F.
,
and Kidd, J.D. Handbook of Adult Education in the United States , New

York: Macmillan Company, 1970, p. 355.

15. Losoncy, Lawrence J. , "Adult Education: A Time of Promise", unpublished

paper prepared for the NCEA/USCC Workshop on "Planning Catholic Education

for the Future", Georgetown University, August 17-21, 1971, p. 1. Also Cf.

Annual Report: 1970, Division of Adult Education, USCC, Mimeographed, 9 pp

.

16. Stokes, Kenneth, cit . , p. 353.

17. Knowles, Malcolm S. , cit . , p. 145. This number approximates the esti-

mate given by Robert S. Clemmons in Dynamics of Christian Adult Education , New

York: Abingdon Press, 1958.

18. Johnstone, John W.C. and Riveria, Ramon J. , Volunteers for Learning : A

Study of the Educational Pursuits of American Adults . Chicago: Aldine

Publishing Company, 1965, p. 49. The categories in their order of magni-

tude are: job-related subjects and skills: hobbies and recreation; Religion,

moral, and ethics; general education; home and family study; personal de-

velopment courses; current events, public affairs, and citizenship; agri-

culture and miscellaneous subject, ibid . , p. 42-48 for brief description of

each category.

19. Ibid . , p. 61, Table 3.14. Classes, lectures, and
discussion groups under

Church and Synagogue included 3,260,000 persons. Another 560,000 attended

courses in theses areas offered by other agencies. Of the Church or

Synagogue sponsored courses, 86% were in religion. Other areas included

hobbies (4%), home and family, personal development, public affairs,
general

education, and vocational (all 2% each). Ibid . , p. 65, Table 3.15.



23

20. Ibid., p. 73 and p. 82. When enrollments were analysed by confessional

lines, it was noted that Protestants accounted for 8 out of every 9 per-

sons, or 87% of those studying religion. Baptists were the most highly

represented Protestant group. The 6 percent figure for Catholics would

mean "only about 23,000 adults participated in adult education courses

in religion within the twelve month period selected for analysis." Cf.

Scott, Vaile, 0£. cit . , p. 11-14. Scott considers two observations

valid here: (1) Many activities undertaken by Catholics which are, in-

deed, adult education, might not be commonly considered as adult educa-

tion by the participants, and (2) that the traditional emphasis on religious

education through schooling leaves the impression "among adult Catholics

that by the time a person has completed his formal academic education, he

knows all that is necessary to know about the Catholic religion." Ibid ,

p. 13.

21. Miklas, Sebastian, OFM (Cap), cit . , p. ill.

22. The literature seems limited to four volumes:

Mac Cledlow, Malcolm, The Catholic Church and Adult Education ,

Washington, D. C.
,
Catholic Education Press, 1935.

Keeler, Sister Jerome, OSB, Handbook of Catholic Adult Educa-

tion
,
Milwaukee, Bruce Publishing Co., 1959

Miklas, Sebastian, OFM (Cap), Principles and Problems of Catholic

Adult Education , Washington, D. C., The Catholic Uni-

versity of American Press, 1959.

Losoncy, Lawrence J., (ed)
,
The ABC*s of Adult Education , Washington,

D. C.
,
Division for Adult Education, United States

Catholic Conference, 1971.

23. For information on the Adult Education Association, address: AEA/USA,

1225 19th Street, N.W.
,
Washington, D. C., 20036.

24. Neiman, Joseph C.
,
Coordinators

,
Winona, Minn.: St. Mary's College Press,

1971, p. 5. Neiman estimates the trend (of engaging a Religious Educa-

tion Coordinator (REC) or Director of Religious Education (DRE) "appears

to have begun about 1967 and should reach major proportions by 1975. (As

of 1970, there are at least 1,500 persons employed in this capacity." Ibid .

25. Schroeder, Wayne L.
,
"Adult Education Defined and Described" in Smith

Aker, and Kidd, cit . , p. 29. There are different definitions at the

operational and philosophical levels; also by classification of activity

or sponsor and by structure. Ibid . , pp . 29-43.

26. Liveright, A. A., cit . , p. 3-4.

27. Lindeman, Eduard C.
,
The Meaning of Adult Education

,
Montreal: Harvest

House, 1961, p. 3.

28. Blakely, Robert J.
,
"Adult Education, For What?" in Daigneault, George H.

The Changing University
,
Chicago: Center for Study Liberal Education of

Adults, 1959, p. 56. Also Cf. Drucker, Peter F.
,
The Age of Discontinuity :

Guidelines to Our Changing Society
,
New York: Harper and Row Publishers,

1969, Chapter 14, "Has success spoiled the Schools?", p. 324. "In a know-



24

ledge society, school and life can no longer be seperate. They have to

be linked to an organic process in which one feeds back on the other.

And this continuing education attempts to do."

29. Schroeder, Wayne L.
,
o£. cit . , p. 28.

30. Delker, Paul V. Personal Letter, April 15, 1971.

31. The newly adopted definition of adult literacy notes that "the challenge

is to foster through every means the ability to read, write, and compute

with the functional competence needed for meeting the requirements of

adult living ." (Italics added) Adopted by the Conference on Planning

Strategies for a nationwide Adult "Right to Read" Effort, Raleigh, North

Carolina, January 22-23, 1970; subsequently adopted by Division of Adult

Education Programs, Office of Education.

32. Harmon, David, "Illiteracy in America", Harvard Educational Review
,
Vol.

40 No. 2, May, 1970, pp. 226-243. Harmon "reviews current definitions of

illiteracy and functional illiteracy and discusses their relationship both

to estimates of the scope of the problem and, by implication, to efforts

toward its solution. Applying functional standards according to the re-

quisites of particular societies, it can be seen that even countlres with

high literacy rates, such as the United States, harbor large functionally

illiterate populations. The author argues that adult basic education

efforts here and abroad should be planned on a situation-specific basis,

with goals, content, and evaluative components derived independently of

the usual grade school equivalencies." (p.226) Harmon also notes that

"Illiteracy does not define a person. Indeed, the mere allegation that an

adult illiterate is deficient assumes that literacy is a necessary com-

modity. One who makes this assumption should be willing to accept a

definition of literacy encompassing the following three stages: The first

is the conceptualization of literacy as a tool. The second is literacy

attainment, the learning of ready and writing skills. The third is the

practical application of these skills in activities meaningful to the

learner. Each stage is contingent upon the former; each is a necessary

component of literacy." (p. 228)

33. Toffler, Alvin, Future Shock
,
Chapter 10, "Education in the Future Tense",

p.357.

34. Adult Sesame Street, HEW, OE, Press Release HEW-A44, April 11, 1971 and

Commission on Non-Traditional Study (888 Seventh Avenue, New York, N.Y.

10019) Release March 31, 1971, "Higher education today is clearly not

meeting the needs of a changing social structure or a vast population

of unaffiliated. .. The focus will be on "areas of access ... means by which

individuals learn. .. recognition of learning achievement ... and financial

aspects of non traditional-study."

35. Coolie, Verner, "Definition of Terms" in Jensen, Gale; Llveright, A. A.

and Hallenbeck, Wilbur (editors), Adult Education: Outline of An Emerging

Field of University Study
,
Washington, D. C.: Adult Education Association

of the United States of America, 1964, pp . 27-39.

36. Schroeder, Wayne, L.
,

o£. cit . , p. 39.



25

37. Liverlght, A. A., o£. clt . , p. 134.

38. Johnstone, John W.C. and Rivera, Ramon, o£. cit . , p. 8.

39. Cf
. ,

Liverlght, A. A., 0£. cit . , pp . 15-16.

40. Ibid . , p. 138

41. Houle, Cyril 0., "Analysis of Adult Leadership" in Smith, Aker, and Kidd,

op . cit . , pp 113-115.

42. Blakely, Robert, "Whate is Adult Education?" in Knowles, Malcolm S. (ed)

,

op . cit . , p . 5

.

43. Cf
. ,

Houle, Cyril 0., The Inquiring Mind: A Study of the Adult Who Continues

To_Learn, Madison: The University of Wisconsin Press, 1963.

44. Cf
. ,

Liverlght, A. A. o£. cit . , p. 138; and Stokes, Kenneth, cit . , p. 355 ,

for related ideas.

45. For specific suggestions in the practical areas of administration Cf. Neiman,

Joseph C.
,

cit . , especially Chapter 3, "Defining The Role", pp. 47-78;

Chapter 6, "Planning A Program and Budget", pp,. 15 3-186; Cliapter 9, "What

Can Be Expected From A Diocesan Office?" pp . 227-264; Chapter 10, "Staying

Professional", pp . 265-284.

46. The author also expresses appreciation to James L. Faltinek, Director of

Education, Bank Marketing and Public Relations Association, Chicago; James C.

Hall, Assistant Dean, College of Continuing Education, Roosevelt University;

James L. Rodney, Associate Director, Divison of Continuing Education, Marquette

University for discussions related to the problems discussed in this paper;

and to Robert A. Haas, Philip Casper Company, Inc., Milwaukee, and Connie Haas,

Marquette University for assistance during the research phase of this paper.



Mr. Robert Brock

XICOM, Incorporated

RFD 1 Sterling Forest
Tuxedo, New York 10987

Decision-Search: A Learning
Model for the Future

XICOM has developed a concept and method of adult education

called confrontation-search. Unstructured conversations among persons

in realistic situations, such as working in factories or in school admini-

strative offices, are filmed and presented to the training group. The film

is shown until a moment of confrontation is reached.

At that point, members of the group work on a solution to the

problem presented in the confrontation. Having arrived at a tentative

solution, they present it to a simulator, possibly one of the persons

appearing in the film. If this is not the case, the simulator role plays.

The solution is tested in this way and then evaluated by the group, peer

group, and trainer. If the solution is not satisfactory, the group tries

again. If it is, the film may be continued until another confrontation point

is reached or another film may be presented.

This technique has only be used recently in the religious field, but

shows tremendous promise. Material on parish councils, drug abuse, and

teacher training is expected soon. The price will be well within the budget

of the average parish or diocesan office.

26



Mr. Jeffrey Reinert, President

Praxedes Systems Inc.

1101 State Road

Research Park, Building D

Princeton, New Jersey 08540

Fiscal Responsibility

Praxedes Systems has developed a plan whereby parishes may

use computerized envelopes and central banking. The advantages are

more accurate accounting, elimination of pilferage, loss, and human

error, and multiple banking benefits which should result in more cash

on hand and more long term financial gain for participating parishes.

This system is expected to be inaugurated before the end of summer.

Praxedes believes that the improved reporting of the financial status of

the parish to its members will be an important development in closing

fiscal credibility gaps. Also, the Praxedes plan would provide a great

deal of valuable information about the parish and parishioners to pastors

and diocesan administrators.

27



A. Giles Schmid, Ph. D.

Director of Planning and Evaluation

Department of Education-USCC

1312 Massachusetts Avenue, N. W.

Washington, D. C. 20005

Session on Media

Print is no longer the primary media of society. Conferees were most

impressed with the daily education impact of television and the necessity of

working with it.

Dr. Schmid reviewed the alternative delivery systems for television

(Commercial TV, Educational TV, Cable TV, ITFS systems, CADAVRS,

mailing of video tape) because the Church's free access to the ITFS and

cable television systems may be over by the end of the year. His office

provides advice for securing rights to the systems.

Discussion urged attention and direction from a central resource for

assistance in the variety of diocesan efforts to establish media centers.

The two perennial problems will always be the securing of good software

and teacher-leader skill in utilization media. To begin, there is no sub-

stitute for trying it. Cooperation with colleges keeps the costs quite low.

There was also concern about not investing hardware until needs are identified

and programs of education are thought through.

Best idea for adult education was to train adult groups by previewing

shows of a local station in order to study the family's reaction to these

shows when viewed over the air.

28



Martha Langdon, IHM

Bergamo

4100 Patterson Road

Dayton, Ohio 45430

Components of an Adult Religious Education of the Future

Part I: A Personal Philosophy of Adult Religious Education

I. My Own Experience in the Field

I believe that a person must have some experience in the field of

education in order that such a philosophy be characterized by

viable components, (e. g. of such experience)

Secondary School Chairman of religion department

Director-Consultant of religious education in a suburban parish

of 2, 000 families

Diocesan Director of Adult Education for western diocese

As a result of such experience, I determined my own need to develop
an integrative philosophy of self or my need to be alive and well.
This experience helped me to articulate my understanding of my own
living religious experience as a Christian educator.

II. My Own Need to Develop an Integrative Philosophy of Self

"O-K ness" on part of myself as an individual /CHRISTIAN

I'm valuable; valued

I'm loving; loved

I'm able to relate to my self/others
I'm response (able) for myself /others

OPENNESS on part of myself as an individual /CHRISTIAN

I'm able to experience wholly

I'm a l(ear)ner and discoverer of self

I'm a listener discerning

AWARENESS on part of myself as an individual /CHRISTIAN

29



30

I'm in need of constant interface with environment

I'm insecure; acknowledging strengths and weaknesses

I'm in constant need of renewal/conflict with realized tension

I'm in need of learning to cope with the disruptive voice of

myself and others

SENSE OF ROOTEDNESS on part of myself as an individual /CHRISTIAN

I must respect the past: to reject is to be barbaric

I must realize the present: to deny is to be unrealistic

I must hope for the future: to ignore is to be unchristian

I desire a deepening in the religious experience of Jesus

III. My Need to Share this Religious Experience with Others

As a Christian, I believe that I must share the good news with other

persons. Today there are many opportunities wherein this experience

is not only shared but deepened.

Conversation

Reflective Discernment

Shared Presence of Persons

Context of Meal

Political Protests in Religious and Educational Systems

Liturgy



Fr. Salvatore Trozzo, S. M.

Bergamo

4100 Patterson Road

Dayton, Ohio 45430

Components of an Adult Religious Education of the Future

Part II: A Holistic Approach to Adult Religious Education (or a Systems
Philosophy of Adult Religious Education)

1. A systems philosophy of adult religious education would:

a. See Christian education as a "womb to tomb" process, instead

of a "room to room" process.

b. Create in adults (as well as in youth and teenagers) a positive

awareness of self and sensitivity to others and the world

around them.

c. Help every adult Christian to develop a positive identity or self-

concept and a sense of potency and power through active partici-

pation in his own education, in the educational system of the

community. Thus staff and student interchange for sharing of

experiences would be ordinary.

d. Prepare every adult with the necessary tools and attitude toward

a continuing life-long growth in Christian learning (this learning

seen not just as an intellectual growth in Christian understanding,

but as a total personal growth in Christ.
)

e. Provide every adult a variety of approaches and means to grow

in this Christian learning. This would include:

1) Providing an individual personal educational plan for each

person which would permit him to discover and develop his

own innate growth as a Christian- -the plan to be based on

his individual characteristics, modes of learning, and

objectives.

2) Be self-paced and continual, and designed to challenge him

to develop his interests, aptitudes and special talents as a

total Christian person.

3) Also provide communal means to share and grow with others

both personally and in commitments to the community. It

would also use all community resources.

31



32

2. A systems philosophy of adult religious education would take into
consideration the adult mode of learning and differences between

adults and children:

a. First difference: self concept : Children see themselves as

dependent. The adult sees himself as autonomous, self-directing.

Thus he has to be seen and treated as a self-directing person and

with respect. To respect self-concept of adults we need:

1) Climate of "adultness" in education, which is against regi-

mentation, lack of respect for adults as unique persons,

being talked down to, lack of concern for human needs such

as comfort, and depersonalization of relationships. There-

fore there is need for such things as comfortable physical

setup, freedom to sit anywhere, name card and identification

as individual, etc.

2) Self-diagnosis of what the adult should learn. The adult needs

to make his own judgment about where his own weaknesses

and strengths are in his Christian education. So need to en-

gage the adult in how to diagnose his own needs and learning

how to pattern his learning from this diagnosis.

3) Involvement in the planning process

a) Curriculum planning should not be done by teachers, but

should involve the adults meaningfully and relevantly in

the planning of their own learning- -not only what they will

learn but how.

b) Involvement of adults in the carrying out of their own learning-

-

in engaging in mutual self-directed inquiry.

4) Involvement in the evaluation process

a) The most crushing blow to any self-respecting human being

is the act of another person giving him a grade or judging

him. This is not evaluation in educational terms. In fact,

it has nothing to do with learning.

b) Evaluation for adults must be re - s elf-diagnosis (to concord

with self-diagnosis of what and how they should learn. ) So

during the process of learning they should periodically re-

diagnose, and at the end re-assess the remaining gaps be-

tween the competencies they want to have and competencies

they do have.

b. Second difference or characteristic of adults: EXPERIENCE

1) Adults have richer resources for learning, not just quantity

but quality. For youth experiences are things that have

happened to them, external events. But an adult defines

himself in terms of his experience. His self-identity is

derived from what he has done.



33

2) We adults a *e '/ery jealous of the worth of our experience,

and wherever we find people devaluing our experience, not

paying attention to it, not incorporating it in the educational

plan, we feel rejected as people. It is not just our experience

that is being devalued; if a teacher doesn't make use of my

experience in a classroom. I am being devalued, because
my experience is me.

3) We need a movement from transmittal techniques to experi-

ential techniques. This should be a facilitation, a sharing,

an enabling process. Transmittal techniques such as lectures,

assigned reading, even canned audio-visual presentations are

still usable. But more effective are experiential techniques

that use learner's experience such as simulation, laboratory

training, case method, critical incident process, community

action projects, and the wide variety of modern group dynamics

and discussion and communication techniques. Action learning,

and participative learning are the keywords.

c. Third characteristic of adults: TIME PERSPECTIVE

1) Youth's time perspective in most aspects of life is one of

immediacy. Youth has a hard time postponing the satisfaction

of present desires. In most aspects of life adults are accustomed

to postponing their satisfactions. (Christmas fund, vacation, etc.
)

2) In regard to education, youth's time perspective is one of post-

poned application. An adult's time perspective in regard to

learning is one of immediate application. The reason an adult

enters into education in order to be able to better deal with some

life problem about which he feels inadequate NOW. He wants to

learn something tonight that will help him better deal with some

of his problems tomorrow. As a result, an adult's orientation

to education is problem centered. If you ask an adult what he is

learning, he will almost always use a verb and a phrase describ-

ing a life problem: "I am learning to be a better mother, or a
better supervisor, etc. "

3) Implications:

a) The organizing principle for the curriculum of adult edu-

cation involves problem areas rather than subject cate-

gories, thus relevant concerns. For example such courses

as "Education for Aging" Home and Family Living, super-
visory training, management development. Contrast these

with "Science, Philosophy, Language, History" for youth

programs.

b) The importance in the actual learning experience of start-

ing the learning with the problems and concerns that the

learners bring with them.



34

c) The first thing adult educators typically do in a class-

room situation is to take a problem census. They have

their adult students identify what it is that they are curious

about or worried about or concerned about. Then they

built a learning program around these curiosities and

concerns. Accordingly, adult education is STUDENT-
CENTERED and PROBLEM ORIENTED.

(When you get right down to it, this is the way the education
|

of children should progress in order that we may lead them
{

to an adult mode of learning and life.
)

Part III: Contrasting the Traditional Approach of Adult Religious Education

With an Approach that would take into Consideration the Above Facts

TRADITIONAL

1. Educaticn in and for classroom

knowledge

2. Transmit faith -knowledge, or

elaboration thereof to passive

students

3. Learning in groups following pre-

planned sequence (subject centered)

4. Closed-ended factual knowledge

direction and limits known

5. Unilateral decisions by teacher

Teacher directed, authoritarian

6. Blame the student for non-under-

standing

7. Education in the classroom only

8. One hour a week (month) etc.

9. End of course completes learning

for a particular topic (terminal

types)

1. Education in life and for life

2. Involve students in experiential,

active learning

3. Individual personal learning plan

(person centered)

4. Knowledge and process and inquiry

(open-ended) Search for meaning

5. Multiplex decisions by learners.

Thus many publics. Involve student

and community in decision making.

6. System accepts responsibility for

lack of understanding

7. The total community is the class-

room (Diversity of educational

opportunities)

8. All day, all year, all the time

9. Education as a continuing, lifelong

activity



35

10. Education for children primarily

11. System separate from other com-

munity services and resources

12. Separate school buildings

13. Rigid "egg crate" school buildings

10. Education for all people, and

especially adults

11. System integrated with all com-

munity services and resources

12. Education space part of community

fecilities (especially education

centers)

13. Facilities convertible, flexible,

multi-use



Most Rev. William E McManus, D. D.

430 North Michigan Avenue

Chicago, Illinois 60611

Yesterday afternoon during a telephone conversation Larry Losoncy

informed me that your packet of materials for this conference includes a

reprint of a recent NCR story about adult education which quotes me as

saying it would be "the sum of vanity and stupid arrogance to think there is

a mass of adults just waiting for adult education. " My immediate reaction

to Larry's report was a hasty prayer that either the Chicago or Dayton

airport would be closed by fog so I would not arrive here to face the music

for what surely looks like a hostile attitude toward adult education.

Now I am not going to complain about the NCR's quoting me out of

context because I think a lively newspaper is expected to pick up extravagant

remarks which sometimes may betray exactly what a person really means

to say in more guarded language. I do, however, want to clear the air on

this matter in the hope that this group's latent hostility toward me, if any,

would at least be reduced if not removed.

What I meant to say was simply that Catholic elementary school

teachers - they were my audience in Minneapolis - would be guilty of

vanity and arrogance if they were to presume that thousands and thousands

of Catholic .adults are waiting with bated breath for them to quit their grade

school classes and to start programs of adult education. I did not mean to

say that the Church would be acting foolishly or futilely if much of its edu-

cational endeavors were devoted to adult education.

36



37

The reason for my present strained and stressed appearance is that

for about two years, on three levels of administration, I have been struggling

unsuccessfully with the problem of goals and priorities for Catholic education.

As a pastor of a Chicago parish with 10, 000 souls, a school with 1100

pupils, a CCD program with 200 pupils, a campus ministry project with 30

participants out of a potential of about 1600, and an adult education program

with about 40 members, I am painfully aware that the parish staff and I have

not settled the goals and priorities for our parish program of Catholic education.

We believe, or at least we try to believe, that the prime goal should be the

organization of the parish into a truly Christian community, but our parish

budget thus far has no line item for community organizers, though it has a

line item for $320, 000 for the parish school. The fact is, however, that our

school at the present time is the hub of what little community activity we

have and presently it is the one institution in the parishes which motivates

both loyalty and extraordinary generosity. A visiting theologian probably

would question the school's value but a visiting sociologist would prescribe

its continuance as a base for long-range involvement of the whole parish

community in activities beyond their present interest localized in the school.

In the Archdiocese of Chicago I hold the title. Director of Catholic

Education. In that capacity, this weekend, 1 presided over hours of agonizing

discussion on what the heads of various archdiocesan education and com-

munication agencies would accept as goals and priorities for the whole enter-

prise. We managed to see some clarification of goals, but for all practical

purposes, the head of each agency still regards his program as top priority

for the attainment of the goals.



38

In Washington I chair a committee of twenty persons called the Education

Committee of the United States Catholic Conference.

For many months, debate and discussion have centered around the perennial

question of goals and priorities for five major areas of Catholic education, namely,

elementary and secondary, youth activities, CCD, higher education and campus

ministry, and adult education. At our last session Larry Losoncy vigorously

proposed that at this point in the history of Catholic education adult education

should have top priority, a proposal which was greeted with the not surprising

response that "such a proposal needs more study.

"

All this experience has left me with a kind of sea-sick feeling that Catholic

education is being tossed around in a turbulent sea far too rough for the captain

and the crew to keep in on a steady course. Just when I am feeling that way,

somebody comes along to suggest that the only solution is to sink the whole ship.

If that is done, I am told, wise people will build a new ship that will be able to

stay on course through rough waters.

People who try to plan Catholic education's future face perplexing dilemmas.

For example, some theologians and catechists maintain that religious faith properly

understood is an adult experience and that formal religious education during child-

hood, far from preparing a person for faith, actually induces a childish concept of

faith which impedes the development of adult faith. Many psychologists, however,

hold that a child's system of values, including his perceived value of religious

faith and experience, is settled and fixed during the youngster's pre-school and

primary grade education. Some Catholic educators assert that a typical all-



39

Catholic parish school is an anachronism at this time when Catholic education's

thrust should be along ecumenical lines, but others claim the parish schools

were never more needed for Catholics who should be taking the lead in ecumenical

education. Some Catholic leaders in the communications field bewail the Church's

preoccupation with itself and cry out for use of communications media to reach

out to the whole wide world in the spirit of the Vatican Council's "The Church in

the Modern World, " but others say that narrowing the gap between Catholic adults

with pre-conciliar minds and Catholic youth with Vatican II mentality should be

the main activity in the field of communications and even in adult education.

Little help in solving these dilemmas comes from speculators whose inclina-

tion in dealing with problems is to eliminate them. Their favorite saying is

"your worries are non- problems. " Sometimes these speculators are radical

reformers who advise the Church "to get out of the universities" or to "shut

down the Catholic schools so attention may be given to more important matters. "

Radical reformers at times remind me of the speculator in urban renewal who

from the vantage point in a helicopter hovering over a slum neighborhood decrees

that blocks and blocks of dilapidated homes and cottages must go. High in the

helicopter he dreams about how the cleared property will be the site of new

structures, high rises for example. From the helicopter the urban renewal

specialist can't see the little people who own the corner store, or who recently

remodeled the cottage's interior, or who in fact are better off in th^ir dilapidated

shack than they would be in crime-ridden public housing. Urban renewal's prin-

cipal shortcoming has been its failure to set up and to implement humane programs



40

for the relocation of displaced persons. Speculators who recommend the

demolition of the Catholic school structure sometimes forget about all the little

people whose lives and livelihood are locked into the schools. Unorganized like

the poor, the old time Sisters and veteran lay teachers have good reason to be

disturbed by assertions that the institutions they love and serve may be destroyed.

Despite these dilemmas, difficulties and frustrations, I still am convinced

that Catholic education urgently needs definite plans for its future or else it will

drift into oblivion or it will be destroyed by the cros s -pr es sures bearing down

upon it.

In planning, the process is no less important than the objectives. The process

I favor is people planning for persons. By that I mean that the people doing the

planning should avoid projecting abstract goals into the stratosphere but instead

should adopt and embrace personal goals for themselves in fulfilling their official

responsibilities in Catholic education. In other words, I think, for example, that

a director of adult education would do better to concentrate on his personal goals

than to write a learned essay on adult education's objectives. Conflicting personal

goals in a group will create tensions, but it will be of the constructive kind. That

all people involved in shaping Catholic educaticn's future have clearly defined

personal goals and commitments is a pre-requisite for successful planning.

Adjustments, of course, can be made as the planning process goes on.

The planners' personal goals should be directed toward persons rather than

toward institutions and programs. By that I mean planners should have a vision

of the kind of person they would like to see developed through the educational procesi



41

A vision of a person - that I believe is the key to wise plans for Catholic

education's future. The vision of a person should be that of an adult in today's

world.

Borrowing a little from an excellent talk by Father Burtchaell, Provost of

the University of Notre Dame, which I heard last Saturday, let me propose a few

theological premises for what I regard as the correct vision of a persion.

God, Our Father, loves everybody, sinners included. That infinite love

draws no distinction between people. That eternal love never grows hot or cold

toward anybody any time. That love is intensely personal.

The Father's love is incarnate in Jesus who described Himself as the Way,

the Truth and the Life to those who got to know Him while He was on earth or

afterwards through the account of His works and deeds recorded by the Evangelists

and preserved by the Church.

Jesus simplified the law into a single great Commandment: inseparable love

of God and love of neighbor. To exemplify the fulfillment of this law Jesus went

arovmd doing good for everybody. His ministry of service revolved around the

human predicament of sin, weakness, ignorance, sickness, affliction, anxiety,

frustration, heartache and failure. J esus did not take direct action to create a

better world - His Kingdom, He said, was not of this world. Instead He tried to

help individuals become perfect persons while they were, as necessary, resisting



42

establishments which impeded their spiritual growth. After Jesus' death, resurrectij

i

and ascension, the Paraclete came to hover over the Church to guide and to inspire,
i

The Church of which I speak is the People of God so beautifully described in Vatican
i

II's "Dogmatic Constitution on the Church. "

The Church is set up to authenticate the good, often a restless kind of good,

in God's People whoever and wherever they are. Her message is good news for

time and for eternity. In the Liturgy the good news is celebrated by an assembly

of people who have heard it.

Not everybody attends the assembly. Some never hear about it. Some do

not choose to attend it. Others, having attended, reject it because they do not be-

lieve in the good news or because they think the news is not good. So the process

of salvation is an acceptance of God's love, more than that, a union with Him in

love brought about by God's grace. For Christians that acceptance of God's love

is accomplished through Jesus Christ. For Catholics it is accomplished through

the Catholic Church.

In light of these theological premises I can see more good in many more

persons than I can when I am uptight about the next five steps to reinforce the

foundations of a particular institution or program. I also can see individuals who,

outside the established Church, are leading extraordinarily good Christian lives.

Yet most of all I still see adults who are totally committed to a Christian way of

life in all its broad and deep dimensions.

A clear vision of the good adult is the first, and perhaps, also the final

step in planning Catholic education's future.

Although Vatican II's "Declaration on Christian Education" was a disappoint-

ment to those educators who had hoped for some kind of blueprint for the post-



43

conciliar Catholic educational enterprise, I think it is a much better document

than is generally acknowledged. It is quite significant, I believe, that the first

principle set forth in the Council's document is the individual person's right to

an education. Said the Vatican Council:

"Since every man of whatever race, condition, and age is endowed

with the dignity of a person, he has an inalienable right to an education

corresponding to his proper destiny and suited to his native talents,

his sex, his cultural background, and his ancestral heritage. At the

same time, this education should pave the way to brotherly association

with other people, so that genuine unity and peace on earth may be

promoted. For a true education aims at the formation of the human

person with respect to his ultimate goal, and simultaneously with the

respect to the good of those societies of which, as a man, he is a

member, and in whose responsibilities, as an adult, he will share. "

The document goes on to say:

"Since every Christian has become a new creature by re-birth frotn

water and the Holy Spirit, so that he may be called what he truly is,

a child of God, he is entitled to a Christian education. Such an education

does not merely strive to foster in the human peraon the maturity

already described. Rather, its principal aims are these* that as the

baptized person is gradually introduced into a knowledge of the mystery

of salvation, he may daily grow more conscious of the gift of faith

which he has received; that he may learn to adore God the Father in



44

spirit and in truth, especially through liturgical worship; that
he may

be trained to conduct the personal life in righteousness
and in the

sanctity of truth, according to his new standard of manhood.
"

In summary, I propose that directors of adult education, their associates

and their staff set their sights on intensely personal goals for their energetic'

efforts to bring the message of truth and salvation to God's People. Because of

the personal character of these goals, it should be expected that adult education

will have a variety of forms and programs. That variety, though it may at times

look like a symptom of poor planning, actually may be the very best kind of plan,

provided each program moves in the direction of definite goals and is not merely

a reaction to an urgent need or latching onto the fad of the moment, eg. ecology.

If I were a director of adult education I would, I think, have these six attitudes:

1. I would be more than a little concerned about the present tendency

to be so introspective about changes in the established Church that

little attention is given to Christ's mandate to teach all nations.

Therefore I would want to take advantage of every available

opportunity in the mass media for proclaiming truth in an

efficacious manner.

2. I would feel obliged to initiate some ecumenical endeavors in

my field.

3. I would try to blend clergy, religious and laity into programs of

continuing education in theology.



45

4. I would see the Catholic school system as a valuable resource for

both teachers and participants in adult education, but I would be

cautious about creating the impression that a call to adult education

is a summons "to go back to school for remedial work. "

5. I would not be much disturbed by accusations of running a highly

sophisticated program for an elitist few, provided the quality of

the program is genuinely worthy of the elite.

6. I would avoid invidious comparisons of the relative merits in

various forms of Catholic education. My conviction would be

that if my program of adult education really deserves top priority,

it will have it.

In God's Kingdom there are many mansions. In Catholic education there

are many institutions and programs worthy of His blessing. I pray that the Holy

Spirit will guide your deliberations during the remaining days of this conference.

Thank you.



Msgr. Geno Baroni

Ethnic Affairs Center

Catholic University of America

Washington, D. C.

Who's Together in America?

It is simply impossible to capture Msgr. Baroni in print. He is

an audio-visual experience at the very least. He also features many forms

of nonverbal communication. He spoke at great length and had great effect,

but he did not speak from a prepared paper or even from notes.

What he said, basically, is that white ethnic minorities are lost in

a turmoil of the black and student revolutions and must develop their own

ethnic history and self identity. He pointed out the fears, prejudices, and

frequently unreasonable attitudes of that group often known as the "silent

majority." At the same time, he pointed out that all working men, all

poor people, in fact all Americans who aren't protected by virtue of having

several million dollars of their own, have many things in common, more

things in common than not in common. The problem is they rarely realize

this and rarely act when they do.

He stressed the need for discovering and defining what America

is all about and what being an American means. Our lost sense of national

identity and national purpose is responsible for a lot of trouble which seems

to be caused by specific groups, but is actually the result of misunderstand-

ing on a part of all groups, he said. Reviewing the political situation, but

refusing to attempt to foretell the future, Msgr. Baroni did express a hope

that some candidate would emerge in 1972 who would lead us in national unity

and mutual respect.

46



Dr. John Jansen, S. M.

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Leadership and Responsibility

Change and rapidity of change in the last 50 years have increased so much

that society at the present moment is not capable of coping with it nor managing

it. To me this is the cause of the unrest in present society. We have a tendency

to call effects of this rapid change causes, and this is not so. For example, to

say that one of the causes for the lack of growth of Catholic schooling is because

religious and priests have left us is not looking to the reality. Public education

is also in turmoil cost-wise.

We come to what is known as the "balmal crunch" which goes something

like this; whenever a subsystem grows in need faster than a system, then there

will come a time when the subsystem will absorb the system itself. We know

now through prediction that if everything goes as it is now then all the monies

of the gross national product will be needed for education in the year 2085.

Canada will reach that point in 1984. Obviously this cannot happen. While people

cannot understand what is going on, they just feel that it cannot happen and their

feelings lead to all sorts of polarizations.

The education of the adult not necessarily only as an individual, but rather,

the individual as he or she reacts within the vision in which he or she is. There-

fore, adult education must combine itself with more than the mere fulfillment of

the individual. It must see its goal as a fulfillment of the individual as he

functions in his community.

47



48

It appears to me that adult educators must learn how to become much more

integrative in a sense that it will require teams of people to educate rather than

merely the impact of one on one.

Adult educators must learn how to manage rather than do. This requires of

them the "know how" and the ability to (a) multiply themselves through others (b)

develop people and organize the social climate to more effectively develop people.

We believe that industry has much to teach us as far as management concerns are

concerned. Today, management is concerned with the development of people.

Even product oriented industries recognize that the development of people makes

for better products and a better product helps to develop people. In adult education,

the management is not concerned with material products but with people. There-

fore, management must be concerned with the mobilization of human competence

for the development of people.



Msgr. Geno Baroni

Ethnic Affairs Center

Catholic University

Washington, D. C.

Small Group Discussion with Msgr. Baroni

"Get it All Together" is a point reached and a vision seen and from that point

you realize what is all together and where you are going and your vision is called

theology. This conference is not to give anybody a theology but if there is a

theology point, let it come from the people that are here.

49



Dr. John Jansen, S. M.

President

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Small Group Discussion with Dr. Jansen

GOOD discussion on management. Development of components, uniting

components, "making the thing work" so that the structure needs to give

recognition.

Dick Robinson from Edutran was in the group and was extremely helpful

on the practical aspects of this. Also he gave information on the need and

desire of specific industries to provide education for their lowest level

workers to decrease worker turn-over and to upgrade these workers. This

focused the point of John's talk that education would become a part of the

profit system.

The need for individuals to set objectives and work toward them was stressed.

"You can fire me, but you can't undermine the important work. " Personal

integrety confronting those who feel free to interfere is important. Also, money

gives freedom. Develop resources that will free one for the work to be done.

50



Msgr. Raymond Lucker

Director, Department of Education

United States Catholic Conference

1312 Massachusetts Avenue, N. W.

Washington, D. C. 20005

Small Group Discussion with Fr. Lucker

Some in this group expressed a concern that up to now the conference had

overlooked a key emphasis: the faith-dimension of adult education. These people

felt that this should have been expressed from the outset as a theme. As a con-

sequence, these people sensed the conference was being oriented excessively

toward managerial concerns.

Others thought this emphasis on faith was implicit and that the speakers

were perhaps presupposing this.

A third segment cautioned against dividing these two aspects since our task

is to learn to integrate them. If we can unify them, our faith will inspire our

managerial techniques in view of more effective service.

Mr. Bob deBettencourt

9600 Page Avenue

Bethesda, Maryland 20014

Small Group Discussion with Mr. deBettencourt

Bob explained resources (literary) for locating foundations for possible grants,

methods of application, and strategies of proposals.

51



Mr. Joseph Neiman

Coordinator of Research and Development

Divine Word International Center

260 Colborne Street

London, Ontario CANADA

Faith Community Development and Development

of Professional Parish Leadership

The era of parish professional and educational mission of the Church

of the 70's was discussed in terms of community development. Mr. Neiman

presented results of the study of rural parish coordinators and similar pro-

fessionals. It was noted that staff itself is not necessarily professional

and that one may have to become professionally unprofessional to carry

out the role of coordinator. In any case, professionalism is subject to the

spirit. It was noted that realistic goals have to be set in order to avoid

undue frustration. Revival of a community is seen as a major goal. A

coordinator's role was pointed out to be that almost of a dual agent - one

who is interdependent of the community and still weighs a certain amount

of independence from the community. Life experiences are a primary goal.

He advised coordinators to pray with the people they work with and said, "relax

Jesus saves."

52



Mr. William Dickson

Vanderbilt School of Management University

Nashville, Tennessee 37203

A Marketing Management Approach
to Program Development

A presentation that was highly visual, Mr. Dickson applied the

norms of good marketing management to setting up and administering

programs of religious education for adults. Basically, this involves

selecting a target, finding a need, finding a developing something of

your own which can meet that need, protecting that, and then bringing

your "product" and the need together.

53



Mr. William Jacobs

Associate Professor

Orchard Lake Seminary

Orchard Lake, Michigan

Adult Religious Education

In the beginning it was noted that a great problem of the Church

has been answering unasked questions. Adult education programs must

be directed to questions which were asked and we must consider the

possibility of having to go where they are asked, not simply expecting

people to come to us.

The need for varying forms, molds, approaches in levels was

stressed. A course does not have to last a semester. It may last an

hour or less. On the other hand, sessions lasting several hours may

sometimes be the most valuable. Little rules like never having a group

of more than six persons around the table can sometimes be broken

with great profit.

Three specific areas were mentioned in which people show a

great deal of interest at the present time. Receptive, open audiences to

these areas have been noted in many parts of the country, and addressing

them may very well be the best way to begin a religious education program

for adults in a given parish or area.

The areas are: developments in moral theology, teaching of

morality to children, spirituality.

54



55

In connection with these, it was explained that it was better to

deal in terms of antidotes, living experience, and profiles of persons

with kinds of sects of moral attitudes than it is to work from principles

to applications or from a case book approach or from a minute analysis

of a given law or a given sin in approaching the adult audiences we have

in mind here. In terms of teaching morality to children, a parable

approach was used to point out that the necessity of providing a kind of

constant love and guidance for children, without trying to remove all of

the risks from life. The need for a child to eventually develop his own

life style through which his Christian morality is built also was stressed.

As for spirituality, it was noted that a great many lay people have ex-

pressed a real hunger for some sort of information and guidance in this

direction. Often, we evade the central and primary call of the gospel,

even through the development of elaborate education for programs.

Starting points in this direction that will prove effective were listed as

explanations of the constancy of the presence of God, largely in an Cld

Testament sense and presentation of the challenge of Christ to follow him

in poverty and humility all the way to the cross are presented in the New

Testament.



Mr. Joseph McSweeney

Sister Jo Dunne

Campaign for Human Development

1312 Massachusetts Avenue, N. W.

Washington, D. C. 20005

Campaign for Human Development

Mr. McSweeney explained the organizational structure and hier-

archical relationships of the Campaign for Human Development in great

detail. He was enthusiastic about the prospects of this program which

has a total involvement of the American hierarchy and a pledge of

support from a vast number of American Catholics.

He explained that the management was to be participative on all

levels, but the goal was to get away from bureaucracy and to let the

poor have a voice in programs intended to aid them. There was additional

information on criteria for applying for grants through the Campaign for

Human Development but a general expression of optimism that this Cam-

paign will have a significant role play in the coming years in overcoming

poverty, including cultural and educational poverty in the United States.

Mr. McSweeney, speaking for the bishops in charge, expressed a con-

viction that the Campaign should continue as long as there is poverty in

the United States.

Sister Jo Dunne reviewed some of the general educational plans

of the Campaign and some of the hopes for making the best use of human

and material resources within the Church to overcome the poverty cycle.

56



57

Like Mr. McSweeney, she praised the spirit of all those connected with

the Campaign, explained that she has just starting understanding bishops

and that she thought that a great deal would be accomplished in a relatively

short time.



Notes from talk given by

Rev. Raymond A. Lucker

Director, Department of Education

United States Catholic Conference

Bergamo Conference - May 12, 1971

Father Lucker spoke on "The Total Educational Mission of the Church. "

There is a developing policy and practice throughout the United States of

emphasizing not just the parochial schools but the total teaching mission of

the Church. Father Lucker spoke of efforts by the United States Catholic

Conference and dioceses and parishes throughout the country to work toward

a coordinated effort in Catholic education. As a Church they are committed

to continuing and strengthening the Catholic school system. There is, however,

a concerted effort to upgrade the quality of religious education and to direct

a greater amount of effort and resources to adult education, parent education,

campus ministry, and youth activities.

The consequences of this realignment of priorities are enormous,

especially in terms of planning and reallocation of resources.

Policy decisions are more frequently being made by boards and committees

broadly representative of the whole people of God.

Father Lucker emphasized the importance of the response of faith in

all religious education programs. He also emphasized the faith dimension

in adult education within the praying, worshiping, believing community.

58



Richard A. Strathern, S. M.

Vice President Innovative Programming

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

SUGGESTED FUNCTIONS FOR PROGRAMS SYSTEM

I. Planning

A. Research

B. Design

II. Execution

A. Implementation-Mobilization

B. Evaluation

III. Project Control

RESEARCH

1) Determine topics

2) Determine objectives

3) Sequence objectives

4) Determine tools

5) Carry act research

6) Report results

DESIGN

1) Choose topic (research or V. P. or other)

2) Choose design team

3) Establish needs

4) Determine behavioral objectives

5) Sequence objectives

6) Develop "learning" strategies

7) Suggest physical needs

8) Plan project budget

9) Determine funding strategy

10) Select Implementation team

11) Select project chief

12) Develop short-term feedback mechanism

13) Develop long-term feedback mechanism

14) "Model" presented to implementation team

59



60

IMPLEMENTATION -MOBILIZATION

1) Receive "model" from design team

2) Establish project needs

3) Determine behavioral objectives

4) Sequence objectives

5) Determine exact learning strategies

6) Specify exact physical needs

7) Determine food needs

8) Determine dates

9) Determine min/max participants

10) Carry oi± funding strategy

11) Determine tuition charge

12) Estimate revenue and profit

13) Determine total charge

14) Determine break even

15) Submit finalized project budget

16) Finalize project (prototype ready for test)

17) Obtain approval

18) Market

19) Advertise

20) Pre-registration

21) Go/no go

22) Cancel or

23) Decide to hold

24) Hold conference /project coordinator, scheduled events, feedback mechanism

25) Obtain long-term feedback

EVALUATION

1) Assign evaluation team

2) Receive project objectives from project chief

3) Establish criteria for project evaluation

4) Establish evaluation objectives

5) Sequence objectives

6) Determine evaluation strategies

7) Determine evaluation tools

8) Examine short-term feedback

9) Examine long-term feedback

10) Carry out evaluation

11) Report evaluation to V. P.

12) Vice-President may then: cancel

take no action/ continue as is

submit to design team for re-design



61

PROJECT CONTROL is required to monitor all projects for the office of the

Vice-President. Of itself it has no authority. The tools suggested for a pro-

ject control thus far are* a project inventory, a project priority list, a major

project function reporting schedule, a linear responsibility chart, a fiscal target

chart, a project flow chart or network chart.



Andrew W. Duncan, President

Presbyterian Institute for Human Development

4820 U. S. Highway 42

Louisville, Kentucky 40222

The Presbyterian Institute for Human Development is a small

private foundation whose activities center on children's work and educational

work. Though we have been greatly inspired and benefited by a close relation-

ship with Presbyterians, our work is ecumenical and our services are provided

without denominational distinction.

One of our activities is the development and support of literacy training,

teaching adult illiterates, high school dropouts, and children with reading

problems how to read and write. Though we have been very happy in that work,

we have come to the conclusion that the efforts of the many dedicated teachers

in this field could be made substantially more effective by the use of simple

mechanized equipment. With this thought in mind we are conducting some

studies of the use of cassette recorder-players as teaching implements. We

are also studying the possible use of a simple film strip projector coupled

with a cassette player, though we think the latter device has less promise than

the cassette recorder-players have. Most of the teaching activities with which

we have worked to date follow the Laubach system of literacy teaching, which

seems to be very effective.

It is our thought that we would probably try to furnish a recorder

-

player to each teaching activity which wanted to use it. Since it is usually

easier to raise money for things rather than intangibles, the local literacy

62



63

activities can probably raise money for more player-recorders if they

are found useful. We are getting Standard Cassette Recorder-Players, with

separate microphone, patch cord for 110 volt current, two batteries, an ear-

phone, and a carrying case for $35 and are getting a Panasonic with the same

equipment except for the carrying case for $36. While we will be glad to pass

on our volume purchasing savings to teaching organizations, the factors of

transportation costs and servicing should be taken into account in making

decisions concerning procurements of recorder-players. We anticipate of

course that we will furnish the recorder-players without charge, and that it

would become the property of the teaching activity. The pre-recorded cassettes

we contemplate making ourselves and supplying to the teaching activities,

either at cost or below cost, so that in effect we would be sharing the cost of

pre-recorded cassettes. We expect to be in a position to provide Laubach

system pre-recorded cassettes, and in addition to be able to copy for any

teaching activity any tapes such activity may send us. We think it may be well

to furnish readers with some tapes which will read to them materials which

they are furnished in books.



Rev. Francis A. Lonsway, OFM Conv.

Assistant Executive

American Association for Higher Education

Washington, D. C.

A Future for Adult Education

INTRODUCTION

Neither do I wish to dismiss the history of adult education nor do I

want to be its chronicler. Rather, the focus of this paper is on the future

of the movement, and while I believe to a considerable degree that the past

is prologue, I also realize that the history of adult education, as well as

its present shape, are already known to you. I plan, then, after noting

several sober reflections, to explore some critical dimensions of adult edu-

cation as I see them in the coming decades. The topics of the future in

particular will be related to the unique functions served by Christian adult

educators

.

HERALD OF THE FUTURE

As with many of our pressing social concerns, poverty and racial justice

among them, so too, with adult education. Recognition has come just of late,

and the response has been too mild. Furthermore, with respect to adult edu-

cation, while the rhetoric on its behalf is being refined and echoed more wide-

ly, the level of financial support by educational agencies, whether public or

private, is still very modest.

The Carnegie Commission on Higher Education is one recent herald of the

coming of age of the adult education movement. Its interest and the extent of

its commitment to adult education are fairly typical. In the volume. Less

Time, More Options
,
members of the Commission listed areas for improvement in

the structures of higher education. Among desirable modifications in post-

64



65

Secondary education, they noted two which dealt with adult education: the

first, to make educational opportunities more appropriate to lifetime in-

terests; and the second, to make them more available to more people.

However, in the more critical portion of their report, that generally

read by the public and published by the media, the Commission mentioned only

one very limited suggestion for adult education. The report stated that

opportunities be created for people to "re-enter higher education throughout

their active careers at regular daytime classes, nighttime classes, summer

courses, and special short-term programs, with degrees and certificates avail-

2

able as appropriate."

The limitations of this single recommendation are fairly obvious. First,

it extends only to people throughout their active careers and, hence, is un-

available to those who are retired. To make this limitation even more serious,

retirement at an earlier age seems especially likely in the near future. Se-

cond, for those who are actively pursuing careers, only entry into the more

formal higher education structures has been recommended. The future, quite

different than the past, will surely break the bonds of the traditional class-

room as the center for learning. The classroom is far too restrictive for

the broadened concept of learning.

While we have grown accustomed to the vagaries of the relationship between

promise and performance, I suggest that with respect to adult education, even

the promise as it has been stated is not much. The limited attention of the

Carnegie Commission testifies to this, but its members are certainly not at

fault for their narrow view. Rather, I believe that adult educators have greatly

contributed to their own disservice because so much of their time
,
like that of

all minorities, has been spent in imitation of the bona fide, and in this in-

stance, in imitation of the regular undergraduate academic program. Now is the



66

time for adult educators to free themselves from this kind of servitude and to

seriously begin to chart the direction they think adult education should take.

A TREE OF ALTERNATIVE FUTURES

The U.S. Office of Education funds two Educational Policy Reserach Centers,

one at Stanford, the other at Syracuse University. Each works independently of

the other and both, directed to an examination of the future, have been com-

missioned to construct a set of coherent educational policies in light of alter-

native future histories.

The staff at the Stanford center has constructed an alarming set of possi-

bilities and has presented them in a tree of alternative futures (see Figure 1)

.

Using 1960 as a base line and projecting our nation to the year 2000, the branches

of the tree represent the likely alternatives which our country might move toward

within this time span. America is currently settled between the branches of

"Satisfied Plenty" and exuberant Democracy." There are some forty feasible his-

tories which we can choose between now and the year 2000, but by that year we

will have reached "Collapse," be living our "Manifest Destiny," or be on one of

the other braches between those two futures.

The team of futurists at Stanford state that the macroproblem, "the com-

posite of all the problems that have been brought about by a combination of

rampant technology application and industrial development, together with high

population levels" will be the predominant concern of the foreseeable future

2

for all the alternative paths. In order to prepare for the future and, hope-

fully, to educate for uncertain and rapid change, these same researchers have

developed a six-by-six matrix of societal tasks and educational components

(see Figure 2). Among the six societal tasks are control of technological

development and application; the altering of values, perceptions, and premises;

the meeting of educational demands of varied groups; and educating to cope with



67

FIGURE 1

Tree of Alternative Future Histories

NATION BUILDING



68

FIGURE 2

Matrix of Social Tasks and Educational Components

Aspects of the educational component of societal tasks

Societal task

T.

New

Conceptuali-

zations

BT

Research

and

development

c .

Institutions

T.

Educations 1

environ-

ments

e

.

Program

Content

,

Resources

—
T

Processes

1. Make direct attack

on aspects of the

world macroproblem

.2. Control techno-

logical develop-

ment and applica-

tion

3. Alter values,

perceptions, and

premises

4. Establish a new

sense of national

purpose

5 . Meet the educa-

tional demands of

varied groups

6. Educate for coping

with an uncertain

futdre



69

an uncertain future. For each task, there are six educational components,

among them, a new conceptualization, implications for research and develop-

ment, educational environments, and program content and resources.

Several of the concepts presented within this format are very impor-

tant to our own reflections about the future of adult education. For example,

among the basic research tasks that need to be undertaken, the highest pri-

ority assigned by the Stanford group is for the development of a new moral

science which supplements existing physical, biological, and social sciences.

They use the term "moral science" to indicate a systematized, empirical body

of knowledge gauged to develop an organized valuing process within the human

individual. Their intent is to move the questions on the nature of the good

life and the good society into the realm of empirical inquiry. It is quite

important we acknowledge that the sciences are not sterile but rather have

both extensive and significant moral implications.

Another societal task affirmed by their research is the establishment

of educational environments for facilitating a re-examination of basic pre-

mises, values, attitudes, and perceptions. These would be characterized by

" a non-evaluative
,
low-threat, open, pennissive atmosphere, wherein individual

perceptions and feelings assume at least as much importance as knowledge about

values and beliefs, and wherein the individual feels safe in considering the

3

possibility of change."

The goal of the alternative futures design prepared by the Stanford center

suggests that education, in order to be responsive to the two predominant

characteristics of the future--uncertainty and rapid change, will need to empha-

size the development of a high degree of flexibility and an ability to cope with

varied conditions. As the researchers note, "This implies emphasis on the abilitv

to gain new skills over acquisition of any particular skill; on having access to

knowledge over having memorized any particular knowledge; on the development of



70

4

a basic self-reliance over a rigid way of coping with the present world."

These heuristic goals would affect education at all levels, and educators,

to meet these enlarged demands will need to be transdisciplinary
,
problem-

centered, and change-oriented.

Whatever the educational needs of the future, and irrespective of

which alternative view one guesses will be tomorrow, each will need to be

based on the nature of the person to be educated, on environment in which

man lives, on definitions of the good life and the good society, and on

that changing setting in which man finds himself as he ages. Philosophers

and theologians of the past and present have offered volumes of thoughtful

observations about the nature of man and his environment. The coming de-

cades, however, will require a closer definition of both the good life and

the good society as well as a more careful explanation of the cycles of

adjustment man will need to make to his rapidly changing environment.

These four notions, in addition to those cited from the work of the

Stanford Educational Policy Research Center, each basis for a leap, bring

us to a projection about the dimensions of adult education in the future.

FUTURE DIMENSIONS OF ADULT EDUCATION

It was important that we loosen up our views about the future. It

was to this end that the prior section was developed. It is important, as

well, to see what the dimensions of adult education will be if some of the

central concepts of these futuristic views prove to be plausible and, in

fact, constitute a basis for the shape of the future.

Within this framework, then, three broad areas— the setting for adult

education in the future, the method of instruction, and the topics to be

studied—provide some parameters to the uncharted land of tomorrow.



71

The Setting

Adult education in the future will utilize the entire life-space of

man. Far less learning occurs in the traditional classroom setting than any-

one would like and most admit it. The out-of-doors, social institutions, the

inner-city, and the media will all be part of the educational bank, and each

will be considered a legitimate setting for educating people of all ages.

Perhaps far more important than the departure from the restricted class-

room will be the decentralization of education to the local level. A greater

part of the burden and, consequently, a greater share of the responsibility

for education will be borne by the students and the local community themselves.

Adult education programs of the future, in particular, will be locally spon-

sored and coordinated. Utilizing both local consciousness and support, the

concept of life-time learning will have its first real chance.

Finally, regional information centers, designed to provide the special

kinds of resources not available to the more parochial context, will replace

what are now diocesan and state-wide departments of education. These centers,

alive with ideas, suggestions, and practical sorts of assistance, will provide

a truly useful extension to the work of the local community.

Method of Instruction

In the future, directors of adult education programs and their teaching

staffs will emphasize the effective domain. Also, their approach will be

considerably more existential and their directing and teaching styles, more

flexible

.

An individual’s perceptions, reactions, and feelings will occupy much

greater concern as the future unfolds. Conscious of the need for a personal

response, adult educators will provide opportunities for each student to



72

share highly individualized impressions. They will acknowledge that these

influence, in great part, each individual's acceptance of what is being

taught

.

In addition, accepting people where they are and utilizing this as a

starting point for instruction will also be a hallmark of the future. Recog-

nizing the immersion of the individual in his own existential situation, adult

educators will consciously seek ways of learning about their students and move

them forward from their present level. Educators, likewise, will make far

fewer presumptions from faulty transcripts or test scores.

Finally, the teaching styles of adult educators will be consciously

more flexible, low- threat, and permissive. The variety of settings in which

the education of adults will rake place will aid this particular dimension.

In addition, interest both in the affective domain and in the existential

situation of the student will also incline adult educators toward a more

flexible way of handling subject matter. Nevertheless, the future will de-

pend far less on traditional, rigid answers and more on the de facto ambiva-

lence and uncertainly which surround us, and thereby will require greater

adaptability on the part of educators.

Topics

The unique contribution of religious adult education programs will be

the deepening of the moral value people will gain from their participation

in these programs. Particularly Important will be a fearless exploration of

the moral or valued implications of most of human existence. Among key topics,

those most necessary to this humanized living of the fully good life will be

Ecclesiology
,
Hermeneutics, and the expression of these in the Liturgy.



73

The future will see considerably less emphasis on the institutional

or structural nature of the Church. The study of Ecclesiology will tend,

instead, to focus on the kinds of societal styles that might develop as

people freely join a group of brothers having similar beliefs. In addition,

real concern and respect will be shown to the people of God of whatever faith

commitment each may have made. Furthermore, the widest difference between

the present and the future in this area will be the Inversion of the hier-

archical structure so that as people rise, they will become truly more uni-

versal ministers of their brothers.

Hermeneutics, frequently considered only in relation to scriptural

exegesis, will be broadened to include a sense of the past, concern for the

present, and a hope for the future. The emphasi«s of these textual, histori-

cal investigations will be more on what the sources may mean or currently

mean than on what they have meant in times past. History will not become

useless, rather, it will become more influential as people examine their com-

mitments in the future.

The Liturgy will be a capstone to both Ecclesiology and Hermeneutics.

In the future, instead of being treated as something given, the Liturgy will

become something that is developing in a particular way, responding to and

initiated by a community of the faithful who understand the nature of the

Church, and both its history and present meaning. As often quoted today but

as yet not realized, the Liturgy will have a vitalizing force, a dynamic.

A PARTING NOTE

The object of this paper, if a single goal were to be offered, would

be to upend the audience. Attending conferences and hearing papers fre-

quently becomes a tedious chore and both are unfortunately confused with

learning. As a result, a certain hardening occurs among many regular con-



74

ference participants. Hopefully, this paper will lead to some serious

examination about the present and the future. Let me state that I firmly

believe the future will belong to those who prepare for it, and the better

the estimates we now make about it, the more likely we will be around to

serve the future when it becomes the present.



75

FOOTNOTES

1

Carnegie Commission on Higher Education. Less Time, More Options .

Education Beyond the High School (New Jersey: McGraw-Hill Book Company,

1971), p. 19.

2

Educational Policy Research Center. Alternative Futures and Edu-

cational Policy (Menlo Park, California: Stanford Research Institute, 1970),

pp. 6-7.

3

op . clt . , p . 22

.

4

op . cit . , p . 36

.

BIBLIOGRAPHY

Carnegie Commission on Higher Education. Less Time, More Options :

Education Beyond the High School . New Jersey: McGraw-Hill Book Company,

1971.

Educational Policy Research Center. Alternative Futures and Edu-

cational policy . Menlo Park, California: Stanford Research Institute, 1970.



Mr. Bob Greger

Diocese of Portland

2838 East Burnside, P. O. Box 351

Portland, Oregon 97207

The Portland Approach

The organization and activities of the adult education program in

the Archdiocese of Portland was described and discussed at great length.

Everything from telepathy of adult education to formation of committee

policy to recruiting and public relations was covered. Complete guide-

lines for the Portland program are available. Interested persons could

contact Mr. Gregor through the Archdiocese of Portland.

76



Mr. Dennis Beach

Public Relations

Bergamo

4100 Patterson Road

Dayton, Ohio 45430

Promotion and Public Relations

BASIC NEEDS FOR GOOD PROMOTION

1. A person who has definite time for promotion: PUBLIC RELTAIONS DIRECTOR

2, A staff that is aware, hospitable, genuine

3. Budgets for promotion: (A) One for promotion of the center as such

(B) Budgets built into each program or

Individual programming area

4, Contacts

5. Mailing List, preferably a COMPUTERIZED LIST out of which selections

can be pulled for specific programs

6, Advisory Committee to P.R. Director: staff members and professionals.

PERSONAL APPROACHES TO PROMOTION

1. Attendance at meetings, booths at conventions, luncheons with clientele,

press people, volunteer promoters

2. Phone calls (just to keep in touch or as direct promotion for programs)

3. Personal Letters

PROMOTION ON PAPER

1. Letters: Letters to promote specific program (eg., letter sent out

for promotion of conference on "The Emergence of Catholic Renewal

Centers"

)

2. Regular Publications, for example a newsletter (Bergamo's AGG I ORNAMENTO

or the Black America Bulletin)

3. Regular Press Releases, circulated to Diocesan Papers, local and

neighborhood papers, metropolitan papers. Catholic, educational and

denominational papers and bulletins (eg., Ohio Christian News, CRUX,

Jewish Cron i cal, CHERS, etc.)

4. Special Promotion: brochures advertizing one program only;

brochure advertizing series (eg.. Marriage Enrich-

ment series at Bergamo;

Flyers for programs;

News Releases;

brochure on Center itself, its facilities;

4.

Paid Advertisements in newspapers, magazines, bulletins (eg., NCR)

INVOLVEMENT OF PRESS

1. Press Conferences when called for (eg., conclusion of Bishops-Edltors

Symposium; Canon Law Society Meeting; Black America)

2. Invite reporters to cover program, interview featured speakers,

interview staff members for general articles or feature stories

for papers (eg., \ ; ws of celebacy for clergy or black manifesto)

3. Invite reporters to participate in entire programs (eg.. Youth House

NOW PROGRAM, Black America Program)

4. Participate in Public Relations Advisory Committee

77



PHOTOGRAPHY

78

Important for regular newsletter, press releases, brochures, file.

RADIO

1, Regular Public Service Announcements

2, Involve Bergamo Staff and Featured Speakers on radio programs (eg.,

WVUD Friday Night Conversations program or WPFB Talk Show)

3, Paid Announcements

TELEVISION

1. Involvement of Featured Speakers on T.V. shows (eg., James Baldwin

from Bergamo Black America Program on Phil Donahue Show)

2. Coverage of special programs

3. Press Conference coverage

SPECIAL PROMOTION

1. Coverage in Audenshaw Papers, ed. Mark Gibbs

2. Marketing tapes and printed materials, from Bergamo Programs

SOUVENIR ITEMS

Supply clientele and visitors with such things as matches, post cards,

pencils, note pads, etc.

PRINTING TECHNIQUES

1. Typed sheets duplicated on own machines

2. Use of Presstype or Artype and typewriting, electronic stenclfs for

something more sophisticated

3. Own layout and type. Inexpensive commercial printing (Postal Instant

Press)

4. Own layout and type with commercial firm preparing final copy

5. Commercial layout, typeset and execution

MORALE BUILDERS

1. Sunday Mass open to those who participate In programs

2, "Family Fun Day" — no charge for local families to use gym, pool
and ping pong facilities

NOTES prepared by:

Dennis Beach

Director of Public Relations

BergaiDO Center - Dayton Ohio



79

News Bureau

Bergamo May 13, 1971

4100 Patterson Road

Dayton, Ohio 45430 For Immediate Release

Dennis P. Beach / (513) 426-2363

"NEWS RELEASE FORMAT CLARIFIED"

DAYTON, OHIO . . . This story illustrates a correct format for news

releases to the newsmedia.

Write important facts first. Less important facts may follow as

amplification. Answer the questions: Who, what, where, when, why, and how

in the first paragraph if possible.

Keep all sentences short. Use simple words; if you must refer to a

dictionary, chances are you should find au^other word.

Paragraph liberally. Use only one thought per paragraph. This

permits simple editing in the newsroom or city desk.

Do not use abbreviations or contractions unless they are part of the

official name of a company or organization.

Spell out all numbers from one to nine. However, use the symbols

for 10 and above.

Tag all releases with a paragraph which sums up your organization

(eg, Bergamo) and its major services. End all releases with the symbol -0-

or (more) if there is an additional page.

(more)



80

BERGAMO RELEASE, May 13, 1971 - page 2.

At the end of the release, identify it for your files. Indicate the

number of the release and the year and also the initials of the person who

wrote the release.

Under no circumstances hyphenate a word at the end of a sentence.

It may confuse the editor.

Allow wide margins for editorial notes. Double space the copy for the

same reason. Type the release on the machine with relatively large type.

Use no opinions unless in quotation marks, and then, be certain the

opinion is of general interest.

Do not use adjectives like unique, first, largest, greatest, smallest,

etc., unless you can prove them.

Most of all remember: facts make news, news gets printed, news is

today, tomorrow it is history.

-O-

# 1-71

IPRC



PUBLIC RELATIONS/ADVERTISING SERVICES Contract No.
Date

PROJECT DATE

PROJECT COORDINATOR

Check

Services

Required

Services Cost

Estimate

Comments

News Release

Feature / Special Publications

Community Service Announcement

Radio / TV Coverage
Press Conference --
Flyer

Brochure

Letter

#10 Envelopes

#9 Envelopes

Paid Advertising

Free Advertisina

BERGAMO Newsletter
Postage

Computer Services

Direct Mailing Services

Contract Services

- -

Management of Account

STRATEGY: Quantitites of Material, Schedule and Deadlines, Dissemination Pro-
cedures .

81



Mr. Ron Del Bene (Religious Education Consultant)

Del Bene Associates

96 Birnamwood

Burnsville, Minnesota 55378

Program in Attitude Change

The DYNAMIC MAN PROGRAM has been found to be an effective tool for

the process of attitude change. It is sensitive and sensible but not sensitivity.

In use with diocesan personnel, religious communities, laity both in church

and non-church areas, the program has proved to be a non-threatening experience

which can be employed as a common base-line upon which further growth can

build.

The DYNAMIC MAN PROGRAM has three components: 67 printed projects

shared in group activity, 10 cassette tapes for reinforcement of concepts and a

15 week follow-up program of 4-page mailers.

The DYNAMIC MAN is not really "taught". It is "experienced". There are

no "teachers" - no study materials, no chalk and erasures - no recitations and

boring classroom aroma because the only way people really learn anything is

through total personal involvement and experience. Participants go through

over 60 projects that enlighten them by their own reactions to the situations in

which they are involved. The program probes the world of thought, imagination,

self-image, constructive and destructive ways of thinking - reaction to others,

self, job and future. After new attitudes are established, fundamental behavior

skills and patterns are implanted: goal setting, time management, communi-

cations, inter-personal relations, motivation, personality, achievement, personal

action.

82



Roger E. Beaubien

Glenmary Home Missioners

1001 18th Avenue South

Nashville, Tennessee 37212

"Evaluation Proces s /Instrument for Rural Parishes"

The Glenmary Religious Education Department addresses itself to the edu-

cational needs of people in non-metropolitan America, more directly to the

religious education of people living in small-town and rural areas of twelve

states spanning the mid- south, the deep- south, and the Appalachian and Ozark

mountain regions. Despite many broad similarities embodied in the town and

country context, there are radically significant differences from region to

region, and even from county to county in the same region. This demands of

the educational enterprise a high degree of adaptation and program personalization.

Given this basic premise, Glenmary is developing a procedural model to meet

the needs in any given region, multi-county area, or parish. This model contains

five phases: (1) preliminary investigation, negotiation and contract with the

local community; (2) intensive and extensive evaluation to provide data from

which (3) to develop short term and long range programs; (4) training of local

leadership by which the program will be implemented; and (5) follow-up and

evaluation.

A coordinated group of specialist teams will be engaged in this process - one

each in evaluation, program development, and leadership training. The process

itself may take initially up to six months in each station, and could be repeated

upon termination of the program that was developed. During the course of the

83



84

program, individual specialist teams could be recalled to provide further

assistance in any area of need. To enable the kind of mobility required. All

three phases will be supported by mobile field labs.

Returning to the question of evaluation, an attempt will be made to construct

a picture of the total community and the particular population directly involved

in the program. Community data will include the following: demography; socio-

economic situation; ethnic and cultural situation; education; community resources

and facilities; community issues; problems and mind-set; ecumenical attitudes

and opportunities; sources of influence (eg. media, etc.). A similar study of

the parish, and the diocese as it relates to the parish will also be made. The

parish population will be surveyed for attitudes, values, beliefs, behavior - this

is the heart of the evaluation process to determine real needs for education. The

final component of the evaluation process will be a study of the present and past

programs of religious education.

‘ The Glenmary Religious Education Department is working with the Town and

Country Department of the Center for Applied Research in the Apostolate in the
^

development and refinement of the evaluation techniques and instruments. Several

existing instruments are being adapted for this purpose, with the intent of building

a variety package from which to select instruments appropriate to various situations.



ADULT EDUCATION ASSOCIATION

DRAFT DOCUMENT

BY-LAWS FOR PROPOSED COMMISSION

NAME

The name of this Commission shall be Commission on Non-Secular Adult

Education.

PURPOSES

1. To develop and maintain communication and a sense of fellowship be-

tween members, interest groups, and related sections of the Adult

Education Association/USA interested in adult education under the

auspices of religious organizations promoting religious and/or adult

education.

2. To study the characteristics of the clientele participating in adult

education programs under the auspices of religious organizations pro-

moting religious and/or ddult education,

3, To study the contributions and evolving role of religious organiza-

tions as sponsors of adult education.

4. To study the emerging role of professional and para-professional per-

sonnel engaged in design, direction, and development of adult educa-

tion under the sponsorship of religious organizations promoting reli-

gious and/or adult education,

5, To plan and conduct a meeting at each national conference of the

Adult Education Association/USA for members with special interests in

adult education under the sponsorship of religious organizations pro-

moting religious and/or adult education.

6, To keep the total membership of the Adult Education Association/USA

aware, through contributions to the Association's publication, through

resolutions to the Delegate Assembly, through special reports, confer-

ences, and other activities of

a, the development of adult education activities under the

sponsorship of religious organizations promoting reli-

gious and/or adult education that have implications for

the general movement; and

b. the significance of the particular area in the total pic-

ture of adult education.

This name is temporary. Great dissatisfaction has already been expressed

about the negative elements of this title. Once a membership is established,

the members will have the right to choose the name.

85



86

7, To serve in a consultative capacity to the Adult Education Association/

USA and its members on problems of religious organizations promoting

religious and/or adult education,

8, To promote the advancement of theory, research, and practice within

the areas of adult education under the sponsorship of religious or-

ganizations promoting religious and/or adult education.

9, To develop such other activities and services as may be appropriate

to the needs and interests of the members of this Commission and the

purposes of the Adult Education Association/USA,

AFFILIATION

Membership is open to >all members of the Adult Education Association/USA.

The traditional fee structure of AEA/USA applies with no additional fees

levied for membership in the Commission.

OFFICERS

Officers of the Commission will consist of a president, vice-president,

and secretary who will be elected annually at the national Adult Education

Association/USA meeting.

These officers shall constitute the Executive Committee of the Commission

and shall be authorized to meet as necessary.

Initial election of officers will take place at the Los Angeles meeting

in November, 1971, from a slate of candidates to be proposed by the Steer-

ing Committee of this Commission.*Vf

BUDGET

The Commission requests of the Board of Directors an allocation of $

to underwrite the initial developmental costs in establishing this Commis-

sion.

ACTIVITIES

The Commission proposes to develop explanatory materials concerning the Com-

mission's nature, purpose, goals, and functions, to publish these materials

and to distribute them to the present membership of the Adult Education

Association/USA and to orospective members currently involved in adult edu-

cation under the auspices of religious organizations promoting religious

and/or adult education.

*VfOnce these are implemented, these by-laws will be deleted



87

The Commission further proposes to collaborate immediately with the exist-

ing Religious Education Section of the Adult Education Association/USA

and to invite their active participation in the work of the new Commis-

sion.**

The Commission proposes to develop for the Los Angeles meeting in Novem-

ber, 1971, a program designed to meet a two-fold purpose:

1, to formally establish the Commission to further develop the

activities of the Commission and to elect officers;

2. to conduct a professional program directed to issues and trends

in adult education under the auspices of religious organizations

promoting religious and/or adult education. VoV

REVISION

At the end of one year provisions will be made by the Commission for the

revision of these by-laws if. needed or requested by the membership.

*>'fOnce this is implemented, this by-law will be deleted.

STEERING COMMITTEE

Leo Ryan, Loretta Girzaitis, Richard Strathern, Nora Duffy, and

Larry Losoncy



HOPES OF STAFF

1. Increase confidence, competence, pride, legitimacy in selves and work.

A. Model Learning Processes (Several)

B. Examine needs of People and Church

2. Explore Learning Process

3. Review Trends

4. Selective Use of Resources

5. Formulate Strategies

HOPES OF PARTICIPANTS

1. Meet New People

2. New Concrete ideas for programs (Air Force and Parish)

3. Get something even better than a program

4. Clarification of Adult Education

5. Theory and practicality in order to implement announced agenda back home

6. Wants to get fired up in order to go out and act

7. Free expression rather than formal talks

8. Regional Coordinators get together with Advisory Group for strategy planning

9. Share experience and learn from others

10. How to get people to come to Adult Education

11. Hear grass roots speak

12. Informal search sessions, structure new models

13. Management - In learning, listening to what adults need, hard data, wants

14. Broaden vision of adult education back in diocese

15. Leadership - national and diocesan - relieve local frustration

88



"PROUDS"

NORA DUFFY
Three programs with 300 -women (100 each time) on Psychology for

Women.

SR. VIRGINIA BRUNNER
"Focus on Hopes" for adults together with junior- senior high school

students.

DON GEHLHAUSEN
Development of team spirit through consensus planning and program

implementation.

ROMEO BROOKS
Ten-week lecture series for 185 CCD-religious educators on "Spirituality

of Teilhard".

PAT MILLER
Pastor coming to Bergamo.

MONICA BREIDENBACH
CANA Conference for married couples - six weeks (250). Teachers
willing to go into neighborhood centers as opposed to structures for kids.

AL ANDOLSEN
Convince several key diocesan "power" people of both need and scope

of realistic adult education.

KOKIE SLEP

Leadership training course for 15 diocesan "power people. " 60-hour

teacher training course.

KAY MERRILL
Intense involvement of my pastor in the adult education design.

MARGARET KNITTEL
Area autonomy.

JACQUES WEBER
Happy diocesan staff of adult education.

NEIL O'CONNOR

Relative success of last year's programs.

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90

SISTER ELIZABETH

Maintained professional standards and salaries for DRE's.

DON SCHWALM
For generating a more intense diocesan concern for religious education.

BILL COLEMAN
Production of a broad based adult program for diocese.

MARK JESENKO
For establishing a nucleus of adult leadership on the parochial level.

JACQUELINE RUMLEY I. H. M.
Expanded program designs for religious women (more outreach to

total community).

RITA OUELLETT
Study group C parish level spontaneously arranged which involved

adults not ordinarily reached.

LEO V. RYAN, C.S. V.
Participation on the organizational phase of a new systematic approach

to adult education under church sponsorship.

SHIRLEY BEAUPRE
Did value catechetics for a floating parish.

BROTHER RICARDO
Proudest of dedication and sincerity of adult education directors.

FRANK DIULUS
Involvement in reflecting on the learning processes exercised in adult

religious education.

MARTHA LANGDON
Considering resigning from diocesan office of religious education in order

that real religious education can take place at the grass roots level rather

than from the "Ivory Tower".

SCOTT WILLOUGHBY
Bringing the "powers" on parish level to consider planning, goals,

evaluation etc.

AL PERSONS
A means of developing consciousness in adults as a first step toward

creative programming and a renewed institution (parish, diocese, etc.).



91

ROSE MARIE NIGRO
Facilitator in Communication labs.

SISTER CECILIA

Seminar for leaders in adult religious education.

SR. JEAN DERUS

Editor of an opinion journal.

BUD SATTERLEE
Workshops for priests in celebration of communal.

JOHN VELBECK & BOB HOLLIS
Mediaesthetics - multimedia, juxtaprojection, "The Mustard Message"

BILL GUBBINS

Motivation of adult education cluster (five parishes)

SAL TROZZO

97% successful programming of workshop for diverse groups of teachers.

BARB DONOHO
Initiating discussion groups that became self -directing.

SISTER THEODORE HOLDEN
Hopeful in bringing down the walls between religious and lay people.

Working with not working for! Importance of the Individual.

JOE RYAN
Openning up people. Doing away with false limitations.

LARRY LOSONCY
Bringing strong people together.

GILES SCHMID

Wrote report for bishops on instructional television.

AL GALVAN
Started adult education program in 300 family rural parish.

ROGER BEAUBIEN
Developed evaluation instrument for rural parishes.

RON DELBENE
Conducted program in attitude change for diocesan staff.



92

DICK DODD
New model for diocesan residential adult learning center.

MARY JANE BELFIE
Diocesan think tank on religious education objectives for five years.

JOHN TONRY
Family Institute model to research and design programs to meet local

needs in adult and youth area.

LORETTA GIRZAITIS
Year of the adult - including pilot parishes for specific skill development.

BOB GPvEGER
Develop group process consultants to help parish groups function more

effectively and discuss the theological implementation.

ED BALL
Reorganization and coordination of an adult education center.

MIKE SMITH

Development of parish based program for all ages on the Christian

meaning of family life.

ED CHRIST

Awareness that adult education start with felt needs.



REFLECTIONS ON OUR CONFERENCE

What key discoveries or learnings do you count most helpful for you?

What particular actions do you see yourself taking back home as a direct

result of our conference?

What do you feel best about contributing to our conference?

What are some of the unanswered questions you have as you leave?

If our conference were to be held again, what changes in design, execution,

and facilities would you make?

Further comments, ideas, feelings, dreams, hopes, etc.

The following remarks were gathered from the participants:

On key discoveries or learnings:

Leo Ryan's input, comments about management, strategies, etc.
,
opened

up many avenues and possibilities for me. Discussing input with others

put input into some strategies, plans, hopes for next year.

That the change confronting us is vast and we must keep flexible in our

approaches to adult education.

To get a national picture of what, who, and where things are moving in my
particular area of concern.

The tugging back and forth on "learning" as education (open-ended) and

the structured traditional education; and implication of community whether

strictly Catholic or open were particularly fascinating to me.

New sympathy for and interest in mid-America and its ethnic -related tensions.

Deeper awareness of tie between life's hurts and changes and adult education.

That adult education was presented as much broader than the theological

aspects. The broader concept makes it possible for me to stay in this
work because I don't believe theology alone is where the action is in the

world. People seem to have greater and more urgent needs than that.

93



94

The practical managerial skills have been most helpful.

People's need for spirituality from Bill Jacobs and Bob Greger's suggestions.

Scope of the difficulty in producing an effective, worthwhile program. I

expected to discover how to run a meaningful program and found instead

that the experts don't know either. It is encouraging to see the existence

of national and regional groups designed to marshal the resources necessary

to design and execute programs on the local level. We need valid surveys
and proper planning.

Dr. Gibbs and Joe Neiman helped remind me of a big picture. Geno
Baroni sensitized me to one need of the American People.

Management, personal contact in parishes needed, skills needed, and

parish committees need to be organized.

That it is not too difficult to broaden perspective to general adult education

if this vision is properly presented to "religious education" people.

Much confirmation and needed encouragement of my directions: Work in

effective domain, start with needs, focus on parish initiated adult education

efforts, focus on more than religious education, increasing priority for

adult education, importance of "symbolic influence" of the way we proceed

with adult education.

Now, in my position, I do begin to see myself as a resource facilitator
in many areas.

The painful workings of the learning process. I think the process idea

is good especially since our job is to funnel out needs, resources, etc.

from the involved adults for proposed programs. Patience and quiet

leadership in mobilizing is needed for more effective programs.

The idea that there are many people in my boat. The great need I have

in the area of public relations and management.



95

On actions you see yourself taking back home:

More communication on all levels of parish. Greater use of management,

techniques, and strategies to meet parish /community needs.

Implement strategies of program administration as outlined by Brother R.

Strathern. Use guidelines for advertising and public relations given by

Dennis Beach. Apply the art and science of dealing with foundations given

by Bob deBettencourt. Try to use the Programming for Results of Dr.

Mark Gibbs as a general guideline.

Survey of real needs of parishioners. (More information on how to design

such a survey would have been appreciated) Attempt at providing a real

manager for program.

Some greater effort to build up local groups to help them develop their

own programs, plus increased effort to develop "non-classroom" learning.

I have lots of ideas not yet jelled. It has changed my direction - broadened

it for next year.

Will proceed to meet with the adult education diocesan directors to offer

services on a regional basis and to update them on meeting.

I will share the contents of this conference (a) at my parish level (b) at

the diocesan level (c) at the regional level (d) at the national level (e)

I will personally use many management models in going after my own
particular national model. This has made me think before I leap.

I will pass on my enthusiasm for this vision of "life-time learning" and
appropriate tapes wherever it is possible - other parishes and possibly

diocese.

Being a manager rather than a doer. Asking the Christian Formation

Commission to help me form four teams in the parish: Needs, Design,
Implementing, and evaluating team. Taking the Dynamic Man Leadership

Course and become a coordinator for the program. Help educate the

Parish Council.

Pushing for more value, attitudinal and behavioral change programs.

Broaden my efforts: Function more as resource person and manager.
Consultant for several states. Encourage DRE to start in a single parish
and then move to another acting as consultant for previous one(s).



On actions you see yourself taking back home:
/i

A particular action I perceive upon return home is accumulation and
dissemination of resource people, materials, and ideas.

Hopefully, the words of Dr. Gibbs - 'Take up your cross and relax!"

The desire to find out and seek more help on management.

What do you feel is your best contribution to the conference?

My personal experience of seven years as a coordinator in parish as
well as regional and diocesan experience. Most of my contribution
was made on a one to one basis or in small groups.

Major contribution to the program was with the other amateurs. I helped

some clarify their ideas while they were clarifying mine.

I felt I had sufficient strength of personal insight and conviction to help

others evaluate the meaning and value of much of the "input" in relation

to specifically religious education.

I was interviewed by the NCR for my input in a workshop group.

My happy^ and satisfied attitude which added to the spirit of the group.
Some contributions, but mostly listening when in small groups.

1 .

GIFT and attitudes in and toward the^work.

Outline of diocesan adult education plan.

Li
y

'i r-

I made very little general public contribution because I was still trying

to find myself. On a personal basis I think I contributed "oil on troubled

waters" support to people to not turn-off prematurely what was happening
' 4

' r'.r -j ol

Unanswered questions:

Am more aware than ever of my need to continue my development of
managerial skills. Would like more of this, but would not want to have

missed any of the other input.

More specifics for levels: parish, regional, diocesan. More thorough

coverage of a few key items. Hearing new ideas just once in a quick

rundown isn't retained.



97

Unanswered questions:

How to survey for needs. How to construct program that appeals to

marginal members of church community, not just to the faithful remnant.

How to use media effectively.

I would have liked to explore much more fully the present situation of

America and American Catholics. We must program in light of their

needs and we didn't explore this much at all. Further, the whole

theological consideration of how personal faith is fostered was not dealt with.

How do you organize a region and offer services when the national and

regional structure is so amorphous?

How can adult education offerings contribute to the changing of national

priorities and to the development of new value system in the United States?

Have we all grasped the significance of the "process" we have experienced?

NONE! And I received many answers! !

I would have enjoyed a few more basics relative to adult education but

with the view given. I'll go home and get them.

The advertisement on the brochure indicated more help in program

management. We only touched the surface. The commission, its

function, advisability is not too clear.

Will I be able to put into practice what I have learned?

Changes in design, execution, and facilities:

Perhaps more time when no speakers are "on" to help us digest material

already given.

Synthesize highlights of each major section of conference so we don't

lose sight of them. This would help latecomers and keep ideas in fore-

front as we proceed on to next input. Facilities great! Design: liked

combination of process and input. If you want to keep conference from

falling apart at end, schedule some key speakers or issues on each day

of conference right through last day.

Facilities seemed fine. Beds comfortable. Meeting rooms pleasant.

Food good. Design more difficult to acess. I feel that a balance between

flexability and structure is hard to maintain.

Specific goals: especially on whether religious or general education will

be covered. There was excessive attention paid to group process - thus



98

tended to make the group too self-conscious and unsure rather than

helping us to plunge ahead at our task. A positive attitude toward

liturgy and prayer.

The steering committee viewed adult education in its broadest context.

Many participants viewed adult education as adult religious education.

I think all major speakers should be here for all of the conference.

I did like the massive input though it might have been too massive.

Close the conference in the morning so that participants will stay the

last night. No more "drop-ins". Much of what A1 Persons was trying

to do was lost because of it. Can't the office make evaluations on

materials or people or presentations? Would have liked a meal Eucharist

as Larry Losoncy proposed or even a non-Eucharistic prayer session.

Two hours are enough for a trade fair.

Facilities excellent. Cut from five to three days. Fewer speakers -

more in-depth follow-up. Earlier preparations for conference. Give

thought to regional in place of national conference or tie it in with the

AEA or other convention.

More A1 Persons out loud reflection on what has happened to us. His

professional reflection was invaluable.

Have conference self-analysis while meeting is in process.

Need to be forced to evidence that I have learned something while here. . .

before leaving. Thus - actual workshop to test my learnings. Communal
prayer.

Appreciated everyone's openness in sharing themselves and their

resources. The best ingredient in the present design is A1 Persons.

Adult education methods and techniques (for teachers) Management

techniques (for directors and administrators) Leadership training

(for directors and volunteers) Community organization (for directors)

Clearer presentation of choices facing the group. Clearer decisions by

group.

The structure changed too much too often. Process method was rather

difficult to follow. Staff, steering committee, bent over backwards to

meet needs of the group. Wished Larry Losoncy would have come on

sooner.

Dr. Gibbs had much to offer but did not or was not given enough time.

That the liturgy play a more important part of the conference.



99

Ideas, feelings, dreams, hopes, etc.

Very pleased with the whole thing including little things like liturgies and

contact with resource persons.

Proceedings an excellent idea - hope they are not too sketchy and that

key insights highlight come through. Great to have participants in on

on-going design. Bergamo Staff excellent. A1 Persons and Larry

Losoncy were dedicated capable people.

A worthwhile and enjoyable five days. A pleasure to meet so many
competent-fun people on encouraging experiences.

Most of the input simply was not on the problems I am especially
interested in - i . e. a real understanding of our cultural situation and

how men can come to a living faith on this situation.

Another conference, here, with some of the same resource people.

I hope Larry Losoncy's (and my) dream of the kingdom in mission has

a real chance.

That our regional consultants can do a similar conference with and for

us in our area !

Five scale rating: l=poor 2=fair 3 -good 4 = excellent

Design: 3 Execution: 3^ Learning: 3 Help from Larry's office; 4

Spirit and opennes from Larry's office: 10 Productivity from Larry's

office: 10

I would hope for regional meetings which could include not just the adult

director of religious education but be opened to any religious educator

because much adult work is in their hands; pastors, parish chairman,

principals included. We need to include theological and scriptural dimension.

vs

.

A. Mythology: Religious needing religious

symbols, terminology, etc.

Secular needing secular

symbols, terminology, etc

B. Interest: Broad Religious Education only

C. Occupation: Diocesan Parish, local, center, etc.

D. Function: Participants Experts

E. Background: Known to staff Unknown to staff

A1 Persons was not that proficient and perhaps could not be since (A) above

seemed to mystify him.



LOOKING BACK AND LOOKING AHEAD

Looking back on this conference means looking back

on ten years of extraordinary developments in American

Catholicism, not the least of which has been the rise of

adult education. In many ways, the conference reflected

the tensions and conflicts characteristic of the Church in

America. The fact that the conference was led, and at

times inspired, by an Episcopal priest is also extraordin-

ary, reflecting the strong climate of Christian endeavor

which cuts across all denominational lines in adult edu-

cation concerns.

Perhaps the most dramatic note of this conference

was the incredible vision of how vast and how promising

adult education has become, almost overnight. Like most

insights, this "future shock" is rooted in decades of

development but is only now surfacing in our conscious

reflections .

It is this vision which causes us to look ahead. As

we look ahead, the note of service stands out above all

others. Like the Benedictines of old, we are called to

serve the illiterate, the functionally illiterate, the blind,

the poor, the sick, the elderly, the unemployed, the people

100



101

God cares for most. If we are a Church called to serve,

then we must serve, live with, be with those we love. We

need, like the Benedictines, to teach people skills to sing

with people, to care for our land and its cities, its people,

its resources, its wealth, its destiny.

Religious education is our privilege. We have our

Savior for an example. He cared and worked for people.

He loved them so much that his deeds and his love re-

vealed, taught, and healed. Let us have faith and make

that faith known by words and by deeds.

Our legacy, if it is Christian, will be peace.

Lawrence J. Losoncy
Division for Adult Education
U. S. Catholic Conference



steering Committee

Sunday, May 9, 1971

Morning Session

APPENDIX I

AGENDA ITEMS

1. What we're going to do /be?

2. Who's staff?

3. Reason for whole operation?

4. Staff for the conference: A1 Andolsen, Bill Wiggenhorn, A1 Persons, Giles

Schmid, Larry Losoncy, Frank Diulus, Bill Jacobs,

Bob deBettencourt, Diane McKenzie

5. Log: Why gather information?

6. Afternoon orientation /free time

7. Optimium learning stance

8. Orientation of publishers

9. Ford Proposal

10. Press conferences

11. Program packets

12. Orientation about Division for Adult Education

13. Idea display: dreamworld, reality land, graffiti

14. Briefing of resource persons /speakers

15. System of labs in volunteerism

16. Finances with Bergamo

ANNOUNCEMENTS

Monday

Tuesday

Friday

Daily

Daily

Press Conference

Formal Interview

Adjourn at 3:00

Summary Releases

Options for additional coverage

GOALS OF STEERING COMMITTEE

1. Review trends

2. Selective use of resources

3. Explore learning process

4. Modeling several learning processes

5. Formulating strategies

6. Examine the needs of adult educators here

7. Increase competence, pride, confidence, legitemacy

102



103

We should have re -orientation for new participants. Participants should feel

free to use free university method.

Gibbs Model: Trust, Openness, Realization, Kind of Interdependence

We need to know the needs and resources of participants. Have them complete

two thoughts: I could get the most out of this if

I would be most disappointed if

We should: Share staffs understanding

Encourage ventilation about objectives

Test hope of staff against participants

It was decided that registration would be held in the pit. Idea display would

be around the registration table.

Participants will attend sessions cafeteria style. Reviews will be made at lunch.

Resource persons should be alerted to hold discussions in lounge so that others

may join in and leave - except in delicate situations.

Sunday, May 9, 1971

Evening Session

The following attended: Frank Diulus, A1 Persons, Larry Losoncy, Romeo

Brooks, Ed Ball and Joe Ryan.

The following eight points were brought up:

1. More information about direction and mechanics of this conference.

2. More information about division for Adult Education, resources, structures.

3. Discovery process, not program emphasis

4. Quartets reconsider and project "prouds"

5. More orientation of speakers, chores

6. More small group reaction

7. Move toward free university

8. Test for topics

Monday morning we would brief people on the steering committee meeting and

review goals of the conference with them.



104

Monday, May 10, 1971

Monday Evening Session

The Steering Committee met after Msgr. Geno Baroni's talk. The following

conclusions were drawn in regard to his lecture:

1. We didn't have enough chance to react.

2. The ethnic problem is a daily confrontation problem. We won't be able to
come up with a grandiose plan which is what some people were expecting.

3. We cannot send people home in a dreamworld if they have to go home to
face reality.



APPENDIX II

REGIONAL CONSULTANTS

The following ten regional consultants met and agreed to the division of states

by their own areas.

Mr. Robert A. Greger

Director of Adult Education

2838 E. Burnside Box 351

Portland, Oregon 97207

Alaska, Idaho, Montana, Oregon,

Washington

Miss Loretta Girzaitis

Director of Adult Education

251 Summit Avenue

St. Paul, Minnesota 55102

Iowa, Minnesota, North Dakota, South

Dakota, Wisconsin

Brother Ricardo

Headmaster

St. John's Preparatory School

Danvers, Massachusetts 01923

New England, New Jersey, New York

Pennsylvania

Rev, Dave Costello

29 W. Kiowa St.

Colorado Springs, Colorado 80902

Arizona, Colorado, New Mexico,

Utah, Wyoming

Rev. Don Schwalm

Box 2329

Kansas City, Kansas 66110

Kansas, Missouri, Nebraska

Mr. Bill Jacobs

5760 S. 15| Mile Road

Harietta, Michigan

Illinois, Indiana, Michigan, Ohio

Larry Losoncy

1312 Massachusetts Ave.
,
N. W.

Washington, D. C. 20005

Maryland, Virginia, Washington, D. C.

Roger Beaubien:

Glenmary Home Missioners
1001 18th Avenue South

Nashville, Tennessee 37212

Arkansas, Kentucky, Mississippi

Tennessee

105



106

Rev. A1 Persons

345 Piney Point Road

Houston, Texas 77027

and Louisiana

Rev. Jacques Weber, S. J.

Director: Adult Theology Center

1900 San Jacinto

Houston, Texas

Mrs. John (Kokie) Slep Alabama,

Associate Director of Religious Carolina,

Education

4171 Fruitville Road

Sarasota, Florida 33580

Rev. Frank Murphy

Assistant Professor of Education

University of San Francisco

San Francisco, California

Texas

Florida, Georgia, South

U. S. Virgin Islands

California, Hawaii, Nevada



107

BRAINSTORM ROLE OF REGIONAL CONSULTANT

Survey what's happening

Contact man

Clearinghouse

Discover resources

Work with Province

Idea man

Manager, facilitator, catalyst

Referee

Personnel

Public Relations

National liaison

Markets

Resources

Research- planner

Teacher -trainer

Evaluation

Program development

Motivator

Conduct workshops, educator, expert

Diocesan liaison

Funding

Communication

Media

Collaborator

Team of Ten

Experimenter

Change agent

Mover

AREAS OF CONCERN

Geography: region, demography,

inner region

Interest area (expertise)

Consultant service (build-up)

Time job delineation ($)

Financing (Budgeting)

Client education - "Press"

(let people know about us)

Management Process for team - 10

In-service training for team - 10

Episcopal/diocese: authority

acceptance



SPEAKERS AND RESOURCE PEOPLE

Mr. A1 Andolsen

Bergamo East

Chaminade Road

Marcy, New York 13403

Msgr. Geno Baroni

Ethnic Affairs Center

Catholic University

Washington, D. C.

Mr. Dennis Beach

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Col. Dwight Bridges

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Mr. A. R. Bruckner

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Mr. Bob deBettencourt

9600 Page Avenue

Bethesda, Maryland 20014

Mr. Bill Dickson

Graduate School of Business

Vanderbilt University

Nashville, Tennessee 37203

Sister Josephine Dunne

Campaign for Human Development

1312 Massachusetts Ave.
,
N. W.

Washington, D. C. 20005

Dr. Mark Gibbs
8 Denton

Manchester, England

Miss Loretta Girzaitis

Director of Adult Education

251 Summit Avenue

St. Paul, Minnesota 55102

Mr. Bob Greger

Director of Adult Education

2838 E. Burnside Box 351

Portland, Oregon 97207

Mr. Chris Hickey

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Mr. Bill Jacobs

5760 S. Mile Road

Harietta, Michigan

Dr. John Jansen

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Sr. Martha Langdon, IHM

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Dr. Francis Lonsway, OFM Conv.
Assistant Executive

American Association for Higher

Education

Washington, D. C.

Mr. Larry Losoncy

Division for Adult Education-USCC

1312 Massachusetts Ave.
,
N. W.

Washington, D. C. 20005

Mr. Robert Brock

XICOM, Incorporated

RFD 1 Sterling Forest
Tuxedo, New York 10987

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109

Rev. Raymond Lucker

Director, Department of Education

United States Catholic Conference

1312 Massachusetts Avenue, N. W.

Washington, D. C. 20005

Most Rev, William E. McManus, D. D,

430 North Michigan Avenue

Chicago, Illinois 60611

Mr. Joseph McSweeney

Campaign for Human Development

1312 Massachusetts Avenue, N. W.

Washington, D. C. 20005

Mr. Joseph Neiman

Divine Word International Center

260 Colborne Street

London, Ontario CANADA

Rev. A1 Persons

345 Piney Point Road

Houston, Texas 77027

Mr. R. Raymond

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Mr. Jeffrey Reinert

Praxedes Systems, Inc.

1101 State Road

Research Park, Building D

Princeton, New Jersey 08540

Brother Leo V. Ryan, C. S. V.

Director of Education, American Province

1100 Forest Avenue

Evanston, Illinois 60202

Mr, Giles Schmid

Department of Education

United States Catholic Conference

1312 Massachusetts Avenue, N. W.

Washington, D. C. 20005

Brother Richard Strathern, S. M.

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Rev. Salvatore Trozzo

403 S. Henry

Eureka, Illinois 61530

A. William Wiggenhorn

Bergamo Center

4100 Patterson Road

Dayton, Ohio 45430

Also: Frank P. Diulus

20 Oakland Square

Pittsburgh, Pa. 15213

Mr. Ron Del Bene

96 Birnamwood

Burnsville, Minnesota 55378



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