| This study was concerned with Higher Education/Adult Education prior to 1860. Social theory was utilized as a basis for reviewing adult education in the selected cultures included in this study. The values derived from analysis of each culture included why they needed adult education, what was included in adult education, and what were the outcomes of the adult education activities.;Using Parsons' schema of four functional imperatives of social system, Primitive and Ancient Education, Adult Education in selected societies (Egyptian, Chinese, Hebrew, Greek and Roman) prior to 500 A.D., and the four-year college were classified. The data in this study was analyzed and the following was concluded. All societies studied were involved in Higher Education/Adult Education in a formal or informal form. The primary social function identified in all cultures studied was pattern-maintenance--survival for civilization. Higher Education/Adult Education within all studied societies was to contribute growth and progress.;This study was undertaken to examine the primary social function that occurred to Higher Education/Adult Education as it emerged from civilization and furthermore, to investigate the different primary social functions assumed by the emerging four-year college, and research Higher Education/Adult Education foundation. |
