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Brennan re-examines Duncan’s challenges to the new association from an insider perspective, contrasts Duncan’s outsider stance with his view of adult education, and discusses practical issues: publications, training adult educators, involvement with television as a new medium, and the rhetorical approach to motivating professionals. 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He reviews Duncan’s challenges, how they were dealt with or ignored, and then considers newer challenges and current concerns for the growing association.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does Brennan characterize Duncan’s viewpoint in the paper?",{"text":67,"@type":63},"Brennan explains that Duncan presents the association from the standpoint of an “outsider,” while still aligning with the then-prevailing definition of adult education as non-credit and non-vocational learning.",{"name":69,"@type":60,"acceptedAnswer":70},"What main challenges does Duncan raise for the new association?",{"text":71,"@type":63},"Key challenges include becoming involved in training adult educators and addressing adult education through television. Brennan also notes Duncan’s emphasis on maintaining an intellectually oriented agenda and using suggestions and professional examples to guide development.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594462,1792192736,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 50, Number 3, November 2010  \nAgenda for a national association … 50 years on  \nBarrie Brennan  \nFormer staff member in Adult Education University of New England, Armidale  \nI was honoured to be asked by the current Editor to write a response to W.G.K. Duncan’s 1961 paper,‘Agenda for a national association’, in the first number of the Australian Journal ofAdult Education, the journal of the newly established Australian Association of Adult Education (AAAE) .  \nThe brief has been interpreted in this way. Duncan viewed AAAE asan ‘outsider’ and proposed challenges for the new association without giving guidance as to how the challenges may have been met. As an‘insider’, I propose to review Duncan’s challenges, how they were dealt with, or ignored. Then I plan to look at newer challenges that the growing association has had to meet and some current concerns. As with Duncan, the means to achieve the goals will not be proposed in any detail.  \nWalter George Keith Duncan (1903–1987) is described in the Australian Dictionary of Biography (ADB) as ‘an adult educator and political philosopher’(Stretton nd: 1) . He was educated at  \n568 Barrie Brennan  \nSydney University and gained his doctorate at the London School of Economics and Political Science. He returned to Sydney University and was Assistant Director and then Director of Tutorial Classes (or adult education) . He edited the famous Current Affairs Bulletin from 1942–50 and made a contribution to the development of the Australian Army Education Service (Dymock 1995) .  \nHe was seconded in 1944 to investigate adult education in Australia. His subsequent report that detailed a post-war national adult education service was not considered and not published. The problem for the Commonwealth Government was that its implementation would have required the cooperation of all the states, a post-war problem Prime Minister Chifley did not wish to face. In 1951, Duncan moved by invitation to Adelaide University to a Chair in History and Political Science. Ironically, the Department of Adult Education of whose Board he was Chair published his 1944 report in 1973, with commentaries, as The vision splendid (Whitelock 1973) .  \nHis journal paper then was written 17 years after his report, 12 years before the report was published and 10 years after his arrival in Adelaide. It was also the first year of this new national adult education association and its journal. Politically, Sir Robert Menzies held sway in Canberra.  \nSo the author of the article had been an academic leader in Australia’s adult education and written a report designed to set up a post-war national adult education service. He had moved on to a chair in other disciplines in Adelaide but was chairman of that University’s Board of Adult Education.  \nThe statements ofthe previous paragraphs are made because of the ways in which Duncan describes himself in his paper, for example, as a ‘fellow traveller’. At the time, the term was used for persons with ‘communist’ links, though his ADB biographer Stretton (nd: 1) identified him as a ‘left-wing liberal, not a communist’. Why then  \nAgenda fora national association … 50 years on 569  \ndoes Duncan use that term? He also noted that he would only qualify as an ‘associate’ member and is here perhaps criticising the AAAE membership structure with its preference for professionals over volunteers and amateurs.  \nIn spite of his long experience with, and knowledge of, Australian adult education, Duncan writes his paper on the association from the point of view of an ‘outsider’. But he seemed to agree with the definition of adult education at that time, that is, non-credit and non-vocational education.  \nWhat Duncan does present to the new organisation and its members are some suggestions. He notes the importance of publications and provides examples to set the tone and level of such publications.  \nAn important part of the paper is that he suggests, fro","cbCailpRqJBEXhvg","https://ap.wps.com/l/cbCailpRqJBEXhvg","pdf",163052,13,"English","# Agenda for a national association ... 50 years on\n## Context and purpose of the response\n## Duncan’s background and unpublished report\n## Review of challenges: publications and development\n## Challenges: training adult educators and television","[{\"question\":\"Why does Barrie Brennan write this response to Duncan’s 1961 paper?\",\"answer\":\"Brennan was asked by the editor to respond to Duncan’s 1961 work. He reviews Duncan’s challenges, how they were dealt with or ignored, and then considers newer challenges and current concerns for the growing association.\"},{\"question\":\"How does Brennan characterize Duncan’s viewpoint in the paper?\",\"answer\":\"Brennan explains that Duncan presents the association from the standpoint of an “outsider,” while still aligning with the then-prevailing definition of adult education as non-credit and non-vocational learning.\"},{\"question\":\"What main challenges does Duncan raise for the new association?\",\"answer\":\"Key challenges include becoming involved in training adult educators and addressing adult education through television. Brennan also notes Duncan’s emphasis on maintaining an intellectually oriented agenda and using suggestions and professional examples to guide development.\"}]","Australian Journal of Adult Learning - Volume 50 - November 2010 | PDF",1792079209,33]