Adult and Community Educators

Adult/Community Educators

Myles Horton and Elton Mayo

Luke Labas, Mandy Lowe, Dan Simons, and Susan Ward

Ball State University

Group Members	Roles	Commented On
Luke Labas	Horton Summary
Mandy Lowe	Horton Research Section	Group 2
Dan Simons	Summary Table/Mayo Summary	Group 2
Susan Ward	Mayo Research Section	Group 2

 

Myles Horton and Elton Mayo are two important figures in the field of education. Our group chose to research these two individuals because of their emphasis on social change and their positive contributions to workplace and educational theories.

Myles Horton

Figure 1: Myles Horton (Horton, 2015)

Background and Profile

Myles Horton was a profound adult educator, who focused on social justice and grassroot organizations. He founded the Highlander Folk School, and was integral in the field largely from the 1930s through his death in 1990. Horton is an important figure in the field of adult education because his belief was that education “should be placed in the hands and minds of those being educated” (Rahimi, 2002, p. 348). His ideas of social equality and justice remain of utmost importance today, and adult educators can look to these lessons to help empower marginalized groups to bring about change in their own lives and communities (Horton, 1990).

Myles Horton was born July 9, 1905 in Tennessee. Both of Horton’s parents had been schoolteachers and education was highly valued in his family life. His parents were also extremely active in their communities. They thought of themselves as average people, not wealthy but certainly not in poverty. His mother was active in their community and in their church. His father was an active union member. He learned from his family a strong sense of right and wrong, and a belief in equality and social justice for all. This upbringing emphasized the importance for Horton to serve his community, and that education was key in this endeavor. Horton grew up in a rural community of farmers and factory workers. As early as his high school age, he was active in a strike at the tomato factory where he worked. He helped to organize a union there. From this early age, he believed that it was important that workers should stand up for their own rights. One incident in particular ignited a desire in Horton to focus on the barriers and disadvantages faced by individuals in the lower classes. Horton attended Cumberland College in Tennessee in the early 1920s. While a student there, he had worked with local mill workers to unionize but was quickly singled out by the head of that mill, John Edgerton. John Edgerton later spoke at Cumberland College, denouncing this worker’s movement, indicating that those in leadership would not “tolerate interference from the workers because we give them their livelihood, and they owe everything they have to us” (Rahimi, 2002, p. 344). Horton cited this speech as an experience that made him see that economic class division could truly lead to larger economic problems for certain individuals. From this time forward, Horton began to value the importance of talking with exploited workers and helping them to identify the problems within their own communities and workplaces. In 1929, Horton attended the Union Theological Seminary, where he researched and discussed the ideas of socialism and communism as well as worker’s education classes and union rallies. He further developed his belief that education was important in helping create skilled workers, which led to working people having more control over their own lives and circumstances. Additional influences in Horton’s educational background were the University of Chicago and folk schools in Denmark where he further studied the movements led by Danish farmers and “Schools for Life” (Rahimi, 2002, p. 346), where capitalism in education was challenged and relationships between citizens were emphasized (Rahimi, 2002).

Perspectives

                        Myles Horton had several important perspectives regarding education. First, he felt that equality and integration were essential. From his work with unions, he felt that workers were equal to management. Also, from his time working at local YMCAs after college, he actively worked to promote clubs among white and black high schools. In 1928, he organized a state convention for the YMCA where black and white students met and ate together. This was radical at that time, as this integration was then illegal (Rahimi, 2002). Horton also emphasized the importance of action and risk-taking of individuals in their own education. He felt that education should be as democracy, in that individuals must learn but also take an active role in improving their own circumstances and those of the larger community. (Horton, p. xx) The social context during his younger years required that he challenge those in leadership positions, and not simply accept those rights which were granted to employees. He believed that by “giving the power back to the people” (Rahimi, 2002, p. 346), education could be become a powerful agent for social change.

Contributions

                        Myles Horton founded the Highlander Folk School in 1932, and this was perhaps his most profound contribution to the field of adult education. Highlander primarily focused on learning separate from the formal institutions of education, where unions, communities, and other organizations would send members to tackle large, important, and often societal issues. Horton states that “our role at Highlander was to provide a model of democratic functioning that people could incorporate into their own groups” (p. 162). Education at Highlander was led and created by the members of the affected community. There were no set agendas, curriculums, or examinations. Each group dictated the learning by what was most needed in their community (Horton, 1990). In 1935, the Congress of Industrial Organizations (CIO) connected with Highlander to provide official educational training for local labor unions. Horton was instrumental in organizing integrated unions for textile workers in the late 1930s. This was also an exceptional idea at the time, as the civil rights movement of the 1960s was still far away (Rahimi, 2002). In the 1950s, Highlander began “unofficial” work with the United Nations, and identified the important need for literacy and voting programs among the southern part of the United States. Highlander helped to create the Citizenship School, which was an “adult voter education school that taught thousands of blacks (and other races) how to read, in preparation to vote” (Rahimi, 2002, p. 347). Highlander had an impressive list of students, many who went on to affect true social change, including such individuals as Rosa Parks, Martin Luther King Jr., Woody Guthrie, and Eleanor Roosevelt (Ayers and Quinn, 2017).

Figure 2: Myles Horton (second from left) and union members at Highlander (Highlander, 2012)

Impact

The impact of Myles Horton and the Highlander Folk School remains throughout the current period. Obviously, the list of students at the school indicates many important individuals who went on to do many great things for the country. Highlander was nominated in 1982 for a Nobel Peace Prize for its important work in the civil and human rights movement and education in the south (Rahimi, 2002). Time magazine in 1990 wrote that Highlander was “one of the South’s most influential institutions of social change” (Horton, 2015). Highlander Folk School was targeted in the 1970s by many who were opponents of the catalyst for social justice, and even lost its state’s charter. In 1971, it reopened as Highlander Research and Education Center, where it continues to operate today (Rahimi, 2002).

Figure 3: Learners at Highlander in 1957, including Martin Luther King Jr and Rosa Parks (Highlander, 2012)

 Implications

Myles Horton’s emphasis on action and individuals working within their communities to enact social change continues to be a valuable perspective in adult education. His work with mobilizing workers and unions to continue their own education is still relevant in today’s society. In non-formal education, there are many avenues to allow for this perspective. Horton believed that education was often best organized like a “circle of learners” (Horton, p. 150). There is no one leader, all are important and equal. Learners all learn from one another. The best teachers are those who have lived through the specific experience, and can help to brainstorm and discuss solutions (Horton, 1990). In adult education, this is an important component. In formal or informal venues, many find learning to be most effective when learning is collaborative, rather than by being taught to. In employee and career training, this perspective on learning can be helpful. Imagine being trained for a position by someone who has also worked through that position. This training can be significant, in that the person has actual experience and can pass along knowledge that is most applicable and useful. Horton’s focus on equality is also an important idea. Education should be accessible to all, and not limited to those of greater means or certain geographical areas. Education is and will continue to be an important piece in achieving social change and justice.

Elton Mayo

Figure 4: Retrieved from: https://alchetron.com/Elton-Mayo-1252134-W

Background (1920-1940) & Profile

            George “Elton” Mayo was born the day after Christmas in 1880 in Adelaide, Australia.  He went to Queen’s College to pursue a degree in medicine but, lost interest and instead decided to pursue a degree in psychology and philosophy.   He began his professional career at the University of Queensland and honed his scope to focus on workplace morale and productivity by lecturing for the Workers’ Educational Association.  In 1922, Mayo left Australia for the United States and began researching reasons for high turnover rate at a textile mill.  His quality of research opened up an opportunity for him to become a professor and researcher for Harvard University in 1926 where he completed the famous Hawthorne Studies at the Western Electric Company in Cicero, Illinois (Bourke, 1986).

            I am interested in this adult educator because his research, the Hawthorne Studies, made a positive change in the way employees are viewed and treated by employers.  His theories on motivation and engagement are used in the workplace as well as the classroom to this day. 

Perspectives

Mayo had several main perspectives when it came to relationships between employer and employee (or facilitator and learner).  These are outlined in a journal article titled The Perspectives of Elton Mayo written by Bendix and Fisher (1949).  The first perspective is that of “spontaneous cooperation” or in order for a workplace or classroom to function both its leaders and followers need to be able to work with one another in any situation at any time.  Cooperating with others should not be a voluntary act but, a mandatory one in order to have functional workplace or classroom.  Another perspective he held was that of government and industrial relations in that every employee or student needs to have a purpose for their work in order to have fulfillment in life.  Meaningless work, real or imagined, leads to a dissatisfaction with life and poor productivity.  The last perspective pertaining to education and the workplace is that of the “human relations approach” which basically states that leaders should treat followers with respect and be cooperative and vice versa.  These are the perspectives I believe pertain most to education and the workplace and what I find to be most interesting about Elton Mayo’s work.  

Contributions

            I believe Elton Mayo’s largest contribution to the field of adult education is by way of the Hawthorne Studies which to this day influence the way facilitators interact with employers and employers interact with employees. 

            From 1924-1933, studies were conducted at the Hawthorne Works of the Western Electric Company in Cicero, Illinois.  These studies originally focused on how illumination levels at the plant affected employee productivity. These experiments and studies represented a milestone in the human resources development movement. (Anteby & Khurana, 2012).  The first set of studies occurred from 1924 to 1927 and set out to determine if illumination levels affected employee productivity.  The results of this study determined there was no correlation between the two.  The next set of experiments occurred in 1927 and focused solely on the relay assembly department.  The work done in this department was extremely repetitive and this caused researchers to want determine if there was a way to make employees more productive.  The researchers pulled five women in this department out into a separate test room to assemble the relays.  They also introduced shorter working hours, wage incentives, rest periods, interviews with the researchers about working conditions at the plant, and a smaller group atmosphere to these women.  This second study did yield results in that the five women were more productive than the control group in the main department. However, researchers were unsure which of the incentives introduced to this group yielded more productivity or if it was a combination.  (Anteby & Khurana, 2012). 

Because of this, Western Electric hired several faculty members from Harvard Business School among them Elton Mayo to conduct further research.  Mayo was an industrial researcher and Roethlisberger was an associate of Mayo’s who was responsible for daily operation and coordination of this study (Reiger, 1995).  Mayo was intrigued by the second Hawthorne study done in 1927 and decided to continue this study until 1932. This study yielded results that we still use today in modern human resource development.  The five women workers were more productive because of the respect the Harvard researchers gave them, the ability to freely discuss issues in the workplace, the advance notice of changes being made, and the friendships they developed because of the small group atmosphere. 

Impact

            Elton Mayo’s research done at the Western Electric company produced theories of employee/employer cooperation and work/learning environment that still endure today.  Mutual respect and cooperation being the greatest impact from these studies.

Implications

I believe that the Hawthorne Studies and Effect contribute to the field of education and the workplace every day as a method of motivating employees. The principle of caring about the needs of the employee/student are so important in the field of adult education because they are what motivate people to improve.

Summary 

Myles Horton was considered by many to be a trailblazer in numerous social justice movements.  Education is a tool that should be used not just to better the individual, but also the community.  The individual is the most prominent component of an education, not their circumstances.  Education does not occur within a certain age range, rather individuals never stop learning.  Horton starting looking into unique ways that people could become educated.  Horton created the Highlander Institute that focused on solving issues that remained in the battle for social justice.  Highlander created groups that could develop and discuss issues that were vital to the given community.  One could connect the flexibility that Highlander afforded individuals and communities to laying the groundwork for the flexibility of online education today.  Creating Highlander allowed Horton to develop the next generation of leaders that would be responsible for carrying the torch for social change.  Individuals cannot enact change in society on their own in most cases, the ability to mobilize and communicate with people about the importance of community change is what leads to the change that is desired.  As mentioned earlier Horton held the view that people education one another and that this never stops.  However, equality and integration are important to ensure that communities are improving and justice is being served.  Therefore, adult education should be placed in the hands of those who can mobilize and change perspectives.  Adult education often is about dialogue and then sitting back and listening, then coming together with solutions to solve problems within a given community or around the globe.

Elton Mayo provided research that allowed employers to build better relationships between themselves and their employees. Mayo did the bulk of his research while he was teaching at Harvard University. He was asked/paid by the Western Electric Company to conduct this research. Out of this research, Mayo developed many perspectives when it comes to the relationship between employer/employee or facilitator/student. These perspectives consisted of: “spontaneous cooperation” or the ability of the employer and employee to work together at anytime in any situation. Another perspective was the thought that employees must have a purpose. If an employee does not feel they are of value, they will become dissatisfied with their work. The last perspective is the “human relation approach”. This is the idea that employers/employees will treat each other with respect and be willing to work together.

Table 1. Summary of Adult Educators

	Myles Horton	Elton Mayo
Time Period	1930-1990	1920-1940
Background	Myles Horton was born July 9th, 1905 in Savannah, TN and died January 19th, 1990 in New Market, TN. Married twice, once in 1935 and again in 1962. He attended University of Chicago, Union Theological Seminary and Cumberland University. We chose Myles Horton because he believed in social justice and the perspective of “circle of learning”.	George “Elton” Mayo was born December 26th, 1880 in Adelaide, Australia. Mayo attended Queen’s College with a degree in psychology and philosophy. He began his career at University of Queensland and later on began to teach at Harvard University. We chose Mayo because of his study on the interaction between employer and employee which improved relation between the two groups..
Profile	Horton was raised by parents that were both school teachers. Both parents were active in the community. Horton’s dad was active in forming unions in local industry. Horton attended Cumberland College (University), Union Theological Seminary. He was also influenced by University of Chicago and Danish Folk Schools, “Schools for Life”.	Mayo was born in Australia where he attended Queen’s College. He later received an honorary master’s from University of Queensland. He did studies at Queensland’s for treatment of “shell shock”. In 1922 he came to the United States. In 1926 he started teaching at Harvard University. He was married in 1913. Had 2 daughters who were a sociologist and the other an author. Had 1 sister who was a doctor and a brother who was a supreme court judge.
Perspectives	Adult Education  “should be placed in the hands and minds of those being educated” (Rahimi, 2002, pg. 348). He believed that equality and integration were essential in adult education.	Mayo had a perspective the dealt with the relationship between employer and employee. It is summed up as: “spontaneous cooperation” Employees must have a purpose “human relations approach”
Contributions	Founder of the Highlander Folk School in 1932.	Hawthorne Studies which to this day has influenced the way facilitators interact with employers and employers interact with employees.
Impact	Horton’s impact was on the students that went to the Highlander school, who later championed the cause for social change.	Elton Mayo’s research done at the Western Electric company produced theories of employee/employer cooperation and work/learning environment.

Implications

Learners learn from one another. Teachers facilitate brainstorming and discussion. Collaboration is key. One learner’s experience and knowledge is passed along to the next. Equality in education is critical, so that all have access.

Education is key in motivating employees. Caring about each learner/employee’s individual needs leads to the learner feeling empowered and motivated to improve his own skills.

References

Anteby, M., & Khurana, R. (2012). A new vision. In Baker Library Historical Collections. Retrieved from https://www.library.hbs.edu/hc/hawthorne/anewvision.html#e

Ayers, B., & Quinn, T. (2017). Myles Horton (1905-1990). Retrieved from http://education.stateuniversity.com/pages/2072/Horton-Myles-1905-1990.html

Bourke, H., Mayo, George Elton (1880–1949), Australian Dictionary of Biography, National Centre of Biography, Australian National University,

http://adb.anu.edu.au/biography/mayo-george-elton-7541/text13155, published first in hardcopy 1986, accessed online 12 March 2017.

Bendix, R., & Fisher, L. (1949). The perspectives of Elton Mayo. The Review of Economics and Statistics, 31(4), 312-319. doi:10.2307/1928657

DeKay, S. H. (2013). Engaging and motivating employees and students: The search for a                

           psychological grail?. Business Communication Quarterly, 76(2), 249-251. doi:10.1177/1080569912473504

Highlander research and education center, timeline. (2012). Retrieved from http://highlandercenter.org/media/timeline/

Horton, M., 1905-1990, Kohl, J., & Kohl, H. R. (1990). The long haul: An autobiography (1st ed.). New York: Doubleday.

Myles Horton, hall of fame class of 1998. (2015). Retrieved from http://www.halloffame.outreach.ou.edu/1998/horton.html

Rahimi, S. (2002). Myles Horton. Peace Review, 14(3), 343-348. doi:10.1080/1367886022000016910

Rieger, B. J. (1995). Lessons in productivity and people. Training & Development, 49(10), 56-58.

Myles Horton

Elton Mayo

Time Period

1930-1990

1920-1940

Background

Myles Horton was born July 9th, 1905 in Savannah, TN and died January 19th, 1990 in New Market, TN. Married twice, once in 1935 and again in 1962. He attended University of Chicago, Union Theological Seminary and Cumberland University. We chose Myles Horton because he believed in social justice and the perspective of “circle of learning”.

George “Elton” Mayo was born December 26th, 1880 in Adelaide, Australia. Mayo attended Queen’s College with a degree in psychology and philosophy. He began his career at University of Queensland and later on began to teach at Harvard University. We chose Mayo because of his study on the interaction between employer and employee which improved relation between the two groups..

Profile

Horton was raised by parents that were both school teachers. Both parents were active in the community. Horton’s dad was active in forming unions in local industry. Horton attended Cumberland College (University), Union Theological Seminary. He was also influenced by University of Chicago and Danish Folk Schools, “Schools for Life”.

Mayo was born in Australia where he attended Queen’s College. He later received an honorary master’s from University of Queensland. He did studies at Queensland’s for treatment of “shell shock”. In 1922 he came to the United States. In 1926 he started teaching at Harvard University. He was married in 1913. Had 2 daughters who were a sociologist and the other an author. Had 1 sister who was a doctor and a brother who was a supreme court judge.

Perspectives

Adult Education  “should be placed in the hands and minds of those being educated” (Rahimi, 2002, pg. 348). He believed that equality and integration were essential in adult education.

Mayo had a perspective the dealt with the relationship between employer and employee. It is summed up as:

“spontaneous cooperation”

Employees must have a purpose “human relations approach”

Contributions

Founder of the Highlander Folk School in 1932.

Hawthorne Studies which to this day has influenced the way facilitators interact with employers and employers interact with employees.

Impact

Horton’s impact was on the students that went to the Highlander school, who later championed the cause for social change.

Elton Mayo’s research done at the Western Electric company produced theories of employee/employer cooperation and work/learning environment.

Implications

Learners learn from one another. Teachers facilitate brainstorming and discussion. Collaboration is key. One learner’s experience and knowledge is passed along to the next. Equality in education is critical, so that all have access.

Education is key in motivating employees. Caring about each learner/employee’s individual needs leads to the learner feeling empowered and motivated to improve his own skills.