International Adult Education: Past, Present, and Into the Future:

International adult education, like the term lifelong learning, is an idea that dates to antiquity. The seminal idea of the Olympics, for example, was to create a space for international understanding, where athletes as well as literary specialists would gather not just to compete, but to be exposed to and cultivate understanding of those from cities and states different than their own. With education as the focus, this tenet was held in such high regard that the "Olympic Truce" called for a laying down of arms and prohibited the antagonism of warfare during the period of the Olympic Games. Currently, with the return of the Olympics to Athens in 2004, the "Olympic Truce" dictum has been resurrected, revitalized, endorsed by the International Olympics Commission, and acknowledged by a myriad of countries around the world. Clearly, now as then, understanding as well as honoring others and the quest for peace were important aspects to international adult education, since it was the adults who were the acknowledged learners. During this century the study and practice of international adult education has become more formalized, particularly as international bodies have recognized and become proactive in creating a venue for discussion as well as action. Of course, international understanding is needed now more than ever, especially based on the exponential and accelerating rate of change to which we must adapt as a global human species. In keeping an eye to the future, one clear trend seems prepotent and understandable. As change accelerates and formerly stable structures crumble, the call for unity is often born out of a concern or fear of fragmentation. In an effort to catalyze continuing dialogue while at the same time moving rhetoric to action, the discussion first will lay a foundation that considers the question of "what is international adult education," differentiating between an area of study and practice, and perspective. A past-present-future framework is embraced in considering where we have come from (history), as well as where we seem to be, in broaching the question, "what about the future?" From a global perspective, it seems equally important to consider world trends and issues and the potential role of international adult education in that arena. We often work unknowingly, at least in practice, in tandem with world movements such as human rights, environmental issues, community development, nation building, and others. There is room for scholars, practitioners, scholar-practitioners, and practitioner-scholars in the arena of international adult education, as we try to better understand and affect global citizenship in the 21st century: Global interdependence is a reality and the context in which we all live is now global. Resources for continuing inquiry will conclude the article and be offered throughout. What is International Adult Education: Where Have We Come From, Where Are We Now? What exactly is international adult education and, in keeping with the theme of this issue, what could it be and what is its future? I began to ponder this question in the late 1970s and early 1980s. I began conceptualizing international adult education both with regard to its then present state as well as future potential, and I gave formal and informal presentations and discussions on the topic to local, regional, and national meetings. However, during 1986, I began my first international dialogue on the topic (Boucouvalas, 1986). Since then, I have revisited and modified matters as future became present. My ongoing perspectives on this timely topic are discussed further below First, however, it seems reasonable to mention some of the pioneering efforts that have laid the foundation. The international perspective dates back at least to the 1919 establishment of the World Association for Adult Education, based in London, which functioned until the beginning of World War II. …