MERRIAM & CUNNINGHAM SHARAN B. PHYLLIS

SHARAN MERRIAM Born on May 24th, 1943 in New York, NY. Daughter of Harold and Janet Ballard. Received her Ed.D in 1978 from Rutgers University From , she was an Assistant Professor of Adult Education at Virginia Polytechnic , Associate Professor at Northern Illinois University 1985-present, Professor of Adult Education at the University of Georgia, Athens. She also worked in Malaysia for six months as a Fulbright Scholar analyzing data on non-formal Adult Education Merriam is known for: Adult Development and Learning, Adult Learning, Foundations of Adult Education, International Adult Education, and Qualitative Research Methods PHYLLIS CUNNINGHAM Born on November 10, 1927 Ph.D. in Department of Education from the University of Chicago. Cunningham has worked in a variety of different positions, most of them at North Illinois University. Cunningham is known for: Community Development, Critical Pedagogy, and Participatory Research In 1996 she was inducted into the International Adult and Continuing Education Hall of Fame. Cunningham has also been awarded Lifetime Achievement Award from the North American Alliance of Popular and Adult Education and Outstanding Service and Dedication to Latino/a and African American students in Adult Continuing Education. She passed away April 24th, 2012 in DeKalb, Illinois.

Socio-Cultural Context Although there is quite an age gap between Cunningham and Merriam, both women were pioneers in the field of modern Adult Education Cunningham is known as one of the first women in modern Adult Education to have a key, professional position. Phyllis Cunningham was also the only woman in the second “mentor series” films produced by the University of Georgia on Adult Education professors. Merriam focused many of her efforts on writing literature that is used today for professional Adult Education development. Cunningham was more focused on the social and ethical side of Adult Education. Together they have been a large part of the developing landscape of Adult Education

Handbook of Adult and Continuing Education SHARAN B. MERRIAM AND PHYLLIS M. CUNNINGHAM, EDITORS Merriam and Cunningham both served on staff at Northern Illinois University. They became the co-editors of the 1989 edition of the Handbook of Adult and Continuing Education. This edition, compiling chapters and articles from numerous experts in the field of Adult Education, was the first edition to mention the sociology of Adult Education Kjell Rubenson and the idea of “sociology” in Adult Education

KEY CONTRIBUTIONS: MERRIAM PUBLISHED OVER 20 BOOKS DOZENS OF ARTICLES, CHAPTERS, AND EDITORSHIP ROLES FOCUS ON: PHILOSOPHICAL FOUNDATIONS, ADULT LEARNING AND DEVELOPMENT, AND QUALITATIVE LEARNING METHODS WORKED IN MALAYSIA FOR SIX MONTHS STUDYING INFORMAL ADULT EDUCATION CO-AUTHOR OF LEARNING IN ADULTHOOD, WITH ROSEMARY CAFFARELLA AND LISA BAUMGARTEN THIS TEXT IS USED IN GRADUATE STUDY PROGRAMS FOR ADULT EDUCATION AND IN PROFESSIONAL DEVELOPMENT OF ADULT EDUCATION PROGRAMS.

KEY CONTRIBUTIO NS: CUNNINGHAM NUMEROUS PUBLICATIONS, EDITORSHIPS, AND AUTHORSHIP ROLES STRESSED THE IMPORTANCE OF TRANSFORMATION THROUGH SOCIAL ACTION AND COMMUNITARIAN ACTION HELPED TO ESTABLISH URBAN LIFE CENTER IN SOUTH CHICAGO HELPED ESTABLISH SEMINARS FOR CHICAGO COLLEGE PROFESSORS, ADDRESSING THE ISSUES OF SEXISM, RACISM, AND VIOLENCE DEDICATED HER LIFE’S WORK TO HELPING LOW INCOME FAMILIES AND SEARCHING FOR EQUITY AND SOCIAL TRANSFORMATION

Needs, Focus, and Impact Cunningham focused on the social and ethical responsibilities of Adult Education. The general focus was on learner needs and how not all students learn in the same way. Merriam’s primary focus was on developing useful texts for the Adult Educator and the links between andragogy and self- directed learning. “AFTER SOME 80 YEARS OF STUDY, WE HAVE NO SINGLE, NO ONE THEORY OR MODEL OF ADULT LEARNING. WHAT WE HAVE INSTEAD IS A COLORFUL MOSAIC OF THEORIES, MODELS, SETS OF PRINCIPLES AND EXPLANATIONS THAT COMBINED CREATE THE KNOWLEDGE BASE OF ADULT LEARNING” - SHARAN B. MERRIAM

Based on the different philosophies of education… Analytical: Purpose of education is to communicate knowledge, understanding, and insight through a deeper awareness and consciousness Liberal: The purpose of education is to develop the mind through transmission of a body of organized knowledge to produce virtuous people Behavioral: To promote competence, skill, development, and behavioral change in order that the learners meet societal expectations Progressive: To promote societal well- being, enhance individual effectiveness in society and give learners practical knowledge and problem-solving skills Humanistic: To enhance personal growth and development, and to facilitate self- actualization. The learner is highly motivated and self- directed Radical: To bring about social, political, economic, and fundamental change in a society through education. Occurs usually in an oppressed society/community.

Where might Cunningham and Merriam fit best?