The name is absent

connection, and had available learning opportunities pointed only towards an evening
class in, say, ‘A’ level Politics in a neighbouring town. Would he have taken the
course? Would it have meant so much to him? Would it have propelled him in the
same way to his future paid and voluntary work in the community? The story might
have had a different ending.

Digby’s story is unusual in the sheer level of his community commitment and,
perhaps, in the graphic way he tells it. However, the central message that we draw
from it could have been drawn from a number of accounts by individuals, some of
whom have different political persuasions. Learning can have significant impacts on
altruistic behaviour where core values and beliefs are engaged and where the learning
context and external environment are mutually supported and ‘in tune’.

The main conclusion that we draw from this is that adult learning can be a powerful
force for social cohesion, particularly where its forms and contents relate to the
surrounding communities and the lives of people living there. Providing individuals
with the skills and resources to engage in their communities in positive ways is one
important task. However, equally important, and perhaps more difficult, is to
stimulate the attitudes and values that motivate people to act in socially cooperative
ways. Building social cohesion requires initiatives in learning institutions and
communities that work together.

63

<<   69   70   71   72   73   74   75   >>

More intriguing information