The Role of Adult Education and English Language Education in Nation-Building: A Case Study of the Emmanuel Bible Institute of Oradea, Romania

English as a language of theological instruction necessarily includes influential elements of Western Protestant styles of critical thinking. This study focuses on the role and implications of English as a foreign language at the Emmanuel Bible Institute in Oradea, Romania. The influence of English in theological development and subsequent nation building are also addressed. Purpose of the Study The purpose of this study was to explore the role of adult education and English language education in the development of Protestant theological education in one institution, the Emmanuel Bible Institute of Oradea, Romania. This study also examined the larger question of how adult education can effectively work to transform a society in the process of social and political change. The countries of the former Soviet bloc in Eastern Europe provide contemporary contexts for the study of adult religious education’s relationship to nation-building. Romania represents a most interesting context for this study given the events of the past decade. For 50 years, a particularly repressive Communist government ruled Romania. In spite of the government’s ban on religious training, one of the first educational institutions to be organized after the 1989 revolution was a Protestant college and seminary, the Emmanuel Bible Institute of Oradea, Romania. What made this institution significant in the eyes of the researchers was its role in the development of an emerging democracy, and its voluntary dependence on curricular materials available primarily in English. Theoretical Framework The theoretical framework for this study reflects the blending of three major literature bases: 1)the adult education literature as it is reflected in the more individualistic notions of Knowles’ (1980) concepts of andragogy and Mezirow’s (1981) concept of perspective transformation, and Freire’s (1970) more community-oriented notion of consciousness-raising and empowerment; 2)curriculum development literature as it is reflected in the works of Nunan (1988) who examines curriculum “in action;” and 3)the literature of English for specific purposes (ESP) as it is manifested in the teaching of theology and religious education in developing democracies. Adult education literature. Knowles’ (1980) well-known concept of andragogy, which focuses on the individual learner, is applicable to adult higher education and adult religious education in both formal and nonformal contexts. Knowles’ understanding of adult learning theory and the nature of the learner offers broad guidelines for programs transitioning from teacher-directed to learner-focused program planning. This case study provides an opportunity to observe this transition in a cross-cultural context. In addition, Mezirow’s (1981) perspective transformation theory also provides focus on the individual learner who is encouraged to think critically about their own beliefs and about the implications for that individual’s surrounding context. The argument is made that learners in the institution of this study are encouraged to think critically, to question, to reflect on practice, and to evaluate what they hear and see in the classroom with what they hear and see in the community. This approach tends to contradict the traditional paradigm of passive/non-critical thinker/responder which was promoted in the general education system under Communism. The role of English is also central in this discussion as it is the language most closely related to modern Western Protestant theology. Weber (1930/1992) suggested that critical thinking resulted from the Reformation-rationalism and activism being part of Reformation theology. In light of the dominant Orthodox tradition in Romania, which represents a view of compliance, community, and tradition, this pragmatic/critical thinking paradigm creates a tension between traditional Eastern thought and rationalistic Western thought. Western approaches of this nature are coming from the administration and faculty of the institution, who are receiving doctoral degrees in Englishspeaking institutions in the West, as well as from Western guest-teachers. Freire’s (1970) community-oriented concept of conscientization admonishes the individual learner to move beyond personal realities and develop a consciousness which nurtures a vision for the broader context. Gilberg (1990) identifies this consciousness awareness as the most important issue facing the development of a democratic Romania. Freire’s related concept of praxis also finds a role in this discussion. He maintains that conscientization is only relevant when action is based on critical reflection. The implications for nation-building may seem obvious. As adult learners look critically at their own social situation, they are enabled to take action based on that reflection. However, action without reflection degenerates into mindless activism while reflection without action becomes verbalism (Freire, 1970). The difficult economic situation facing Romania may encourage some toward activism, while those committed to tradition and passivity may motivate others toward verbalism. Balance in the process may be difficult to maintain, but if critical thinking and democracy are to grow and flourish, balance must be maintained. This balance must be defined by the Romanians themselves. Curriculum. Nunan (1988), who examines curriculum-in-action, offers a model which encourages critical reflection on the part of administrators and faculty who make curricular decisions. Through Freire’s processes outlined above, critical reflection can be brought to bear on both the theoretical and applied aspects of curriculum at EBI. Through ethnographic observation and interdepartmental interaction, better decisions can be made concerning course design and practical application of learning. English Language Education. In regard to English as a foreign language, Hutchinson and Waters’ (1987) learning-centered model can also contribute to the process of curriculum development. The input of learners’ needs and uses of language for academic success can promote a more integrated approach to teaching English, both for classroom participation and self-directed projects. International ESL case studies, such as Baciu’s (1998) study on teacher education needs in Romania, describe collaborative projects between East and West. Such partnerships illustrate important principles concerning constructive assistance from Western sources. In particular, traditional approaches to English education are transitioning to more humanistic modes, where administrators and teachers are developing learner-oriented approaches to course design.