Adult Education OUTSIDE THE LMS

Leanpub A. Session Introduction

The Antigonish Movement is one specific historical example of social reform in adult education. In studying this movement we begin to see adult education that goes beyond transmitting knowledge and skill and extend to the development of society; in this case through collective action in the formation of economic collectives, community study groups and community courses. Although many herald this movement as an important one in our history, others would suggest that its importance is over romanticized. In this session we critically explore this movement and discuss its importance within the overall context of the field of adult education.

Cubes B. Learning Outcomes

In this session you will:

  • Examine the history of social reform adult education in Canada between 1929 and 1945
  • Identify the key principles and workings of the Antigonish Movement
  • Critically explore the historical importance of this movement within the context of the field of adult education


This session examines the importance of the Antigonish Movement as a key historical event in the history of adult education with respect to its early focus on community action for social reform.

The purpose of the different activities in this session is to:

  • Give learners an opportunity to get to know each other better;
  • Help learners understand the requirements of the assignments;
  • Make decisions about learning partners, ice-breakers, and farewells.

Connection to Theory

There are many purposes of adult education that have emerged over time. In this time period we begin to see adult education activities that support social change and reform.

Connection to Practice

The Antigonish Movement provides a specific historical example of adult education for social change and reform that continues in current practice.

Bookmark C. Session Resources

Book Welton, M. (2013). Unearthing Canada's hidden past: A short history of adult education. Toronto: Thompson Publishing. Chapter 5:  Adult Learning and the Crisis of Democracy (1929-1960). pp. 136-156.

Book BookMacAulay, S. (2002). The smokestack leaned toward capitalism: An examination of the middle way program of the Antigonish Movement. Journal of Canadian Studies, 37(1), 43. retrieved on October 12, 2017 from

Antigonish Movement

Cogs D. Learning Activities

Check D.1 Quizzes

  • Complete the Session X Mastery Quiz

Comments D.2 Forum Discussions

Read both of the readings for this session and take your own personal notes.

Choose ONE discussion question to consider and post a response in the appropriate forum related to it.

  1. How do this session's readings about The Antigonish Movement shape your personal understanding of the purpose of adult education?
    • Post your response in the Session 9: Discussion Option 1 folder.
  2. How does an understanding of the principles of the Antigonish Movement and the people who shepherded that movement  add perspective to the field of adult education
    • Post your response in the Session 9: Discussion Option 2 folder.
  3. In this week's readings Welton examines the genesis of The Antigonish Movement and describes early events and people that helped shape it. His work suggests that this movement was a key event in the history of adult education in Canada. MacAulay, on the other hand critically challenges the  Antigonish Movement in terms of its true principles and philosophical orientations. What is your reaction to The Antigonish movement as an historical event in the history of adult education?
    • Post your response in the Session 9: Discussion Option 3 folder.

Comments D.3 Critical Engagement – Peer to Peer Discussion

  • Critically engage with ONE other point of view from any of the three discussion forums.

Lightbulb D.4 Individual Reflection

  • What was your most significant learning in this session? Record your thoughts in your class blog. 

Map E. Next Steps

This session explored activities to orient learners to the learning environment. Barkley et al.'s (2014) work on course introductory activities that used collaborative learning techniques was examined. As well, Bens's (2012) work on creating high participation in workplace facilitation sessions was discussed. Next session we will do x, y, z and this connects in these ways.