Alain Leroy locke

21 Pages·2002·3.81 MB·English

CHAPTER 4

ALAIN LEROY LOCKE: MORE
THAN AN ADULT EDUCATOR
LaVERNE GYANT

He was 9 philosopher, writer, critic, and an educator who
understood the pnzliag paradoxes which snshrouced certain
reat huraim peobleass aud the long eange perspectne required
to see and understand” those problems. He was a wan who
songh ta bring the local und universal segments of social and
economic ravial differences into @ hacmonions halance. Mure
Jmportaatly. he provided Attican Americans with the opportu
nity ¢@ have “visions that eauld he attained... u sense of be
lemging, a cuuse to sirugyle loc... couscionsacss of heing part
‘of humankind . .. a patiacr in the rcative process"? Likewise,
he was 4 man 8ho bad "vision, couruge, intellect. paience, aud
resilionos."?

‘Lacke husbeen deserved as aianalouc, persnmalty uncammit-
ted, who came to see in bis evn situation an exemplar of the
situation aad problems of svery human being wherever in the
‘world people are penalized for some difference entitely unrelated
to their qualities as persons oF their competence 1 thinkers or
crafismen vr artists."

“This man was Alsin Leroy Lacke, who is eoognized primarily
for his work in Alican Artericau vultute and Iitezamare during the
Hlarlem Renaissanve, However, in small ctctes he is recognized
as aspokespetsou aud leader in the adule education mavement for
African Americans S Locke believed thal it vas through adult
‘education that African Americans sould achieve their rightfl
place in tis society as well as “exhibit x profound und cootinuing
lnwceest in their os inellceteal anu cultural development.”?
founded by Booker . Washinglon. Tle was the som of Pliny and
Mary Thawkins Locke, Pliny Locke was lawyer axl graduate of
Howard University Law Schoal. while Mary Hawkins Escke was
‘schoolteacher. [ttle i written nbsiul the relationship helween
Lake ind his father, Tlawever. Stafford suggested thar Locke
‘wan greatly inPaeced by his mother, She ugh Locko “bat
‘authors of social toae ald not neoessirily understand shat 3
them their power any more than thes xiv what took il aw:
Mary Muwkins Locke raised Locke to accept bis responsibility t@
society 19 applecate pootry and sie, 10 understand the Negro
Protestantism intsa, while procecting him tram feeling sal-pily
anal helplessness,

Locke's educational experience was exliaustive and vigorems. He
attended ihe Hichste Quaker Sli) in ¢cemantayn ane the Ei
fal Culture Sehosl, extabtisheil by Kelis Adler, which faced on
sexnal purity, concern for Une workinglans. adimtellectual deve
opment. Locke attewled Cental igh School au the Philgcetphia
Schol of Fodagoay seis he wrnee hie Thess on "Moral Training
in Hementary Sehol.” graduuted int in bis clans, ad received bis
seuumd Hachelor of Acts degree, ICwas at Centeal Tigh and the
Sclwol of Pedagous thal Locke develaped his appreciation and
‘awareness of ow ideas have an impact on altering the status 00,
net how interracial communication could change attitudes said
bridge the gaps hetween whites ant African Aenenisans,

Locke reveived his master's degsce in philosophy from Harvard
University, whese be smdlisd under G.B. Adams, RL. Perry,
Mansterherg, Copeland, Shetfer, und wan influeuved by Royce,
lames, Pulmer, zn Santayana. ’t Marvard, Locks embrsoed the
‘emes of ibesalism and cosmopalitanism. locke ginduated trom
Harvard with honors in philosaphy, a member af Phe Bota Kuppu,
and won 4 Rhvales Scholarship,

In 1907, Locke went to Oalord University. Eugland. as de frst
Atican American Rhodes Scholar; not veil 192 dia another
black sin & Rhoviss Scholarship. At Oxford, he focused on the
‘un Letoy Locke 48

[Atvican rave and searched for a sense of sell-identiy, His xp
tence bath a¢ Harvard und Oxford provided im wieh food (or
thought, He find bielé in social bolaion Unliee some ste
Geuts, Locke uid aut perocive himell as inferior. rather be was

comvinced that ia his ideus, his intentions, anu his work and
‘Nays, be was uot inferior, aor otherwise different om these
Tovple who Bcd chemselves tbe etter than he was and there
Inere intervale ... when he dist not appear (o live under any
ppemully far his difference?

Locke remined steadase im hus intellectaal pursuit, aad ap-
plied tor an extension of his scholarship to study atthe Caiversity
ff Bertin rom 1910-11, While at the University of Bevin, he also
Etuctcd at the University of Pars. where he atlended lectures by
Henci Berson, which helped to clarity bus philosophical idew.
Locke retuened 19 the Cnited Scares in 1912,

Prior to his appointment 23 assistant professor of philiwupay
and education at Howard University, Locke embarked om a six
‘month fact finding tour of the South. The tour vns significant (0
‘Locke for two reasons, Fist, t furthered bis interest in interpret
ing the cultured. educational, and artistic expressiva of African
‘Americans. Secoud, it furthered his belief that iL sas throngh
tdneatiom and information am black evltural ethos, that Atrican
‘Americans world equine eeoagaisiem ancl racial solidarity, and
fbocume functionally Herat,

‘Tn uddition to teaching at Howard Universi, Locke served as
statistician for he New ersoy Semi-Centeanial Commission fot
the Negro and as peisounel officer and instmetor in Toward
University's Students’ Army ‘Training Corps. Locke left Howard
in 191f ty complete his doctorate in philosophy al Tavard Uni-
versity, He received his Ph.D. in 1818, with hi dissertation enti
fled, "The Problem of Classification on the Theocy of Value.”
and returned to) Howard University ax a full professor and chair
of the Department of Philosophy. While at Howard, Lacke was
Instrumental in anganiciag the arts and music departments and
the Howard Player, as Woll as making Howard che first univer:
sity requiring general education and puineples wf reasoning a8 8
LaNoine Grast

requirement for graduation. He ub tanght xt Hisk: Universiy,
Tuskegee Univectity. University of Wisuonsia, the New Schaal
for Social Rescate. aud Now York City Colles

Inthe midst of his teaching and consultant work, I oske coatub:
uted loseveraljournalsand magazines. Opporianity: A Journal of
Repro Life. The Crisis. Phylon. The American Scholar, 9 Artin
America. The New Negro, Fotur Negro Poets, Bays of Negro Life,
‘and The Negra in Art: A Picavial Record of Negro Arti are only
4 few of the books be siote or edited. Not unly did he author &
‘cries of amtcles and books, he aso enoouraged up and coming
Scholars and writers such af losia Fanser, Shirley Ciraham, aud
Langston Tughes. Locke also admired the works of Krederick
Douglass, Booker T. Washington, W. E. B. Du Bois. and Carter
6. Woodsen

Locke's international experiences, ufilintion with historical
bisek volleges und universitie, and the condition of African
Ancticans in de early 1900s staped his interest in Lreraey, rave
‘eonseiousmss, and ad edneation. ‘This diversicy af expericnce
‘enabled him te develop his philsyphy of euleural pluralism andl
adult education,

Throughout his lifetime. Locke cncowages Atican Americas
to learn about the history and culture vf Africa. He hlicved if
they were grounded in their history and provided with better
scducstionsl opportunities, dey could stand with dignity. take
their rightful place in societs, and be active and precluctive sit-
vem. Beuaose of hik experiences at Harvard and in Europe, a
‘well as in the United States, he knew und undersiond hove and
‘whet things were valued in’ society and shared them with Ube
African American Community.” He helicved that

vtization is lepety the product and cesidue of this ever widen-
ing proccss of culture, contact, interchange. aud fusion
cultural exchange passed in reciprocal streams front the con:
{querell lo the domiasnl groups, This wot alivays the dominant
Stack or upper classes who are carves of importers of culture.
Societies have just as frequently received infiltrations of alicn
culture fram the bottam through the absorption of conquered
and subject roupe. 2
LOCKE AS A PHILOSOPHER,

Scluans have seittea that Locke's philosophical views were
“rich in meaning and subtle thinking." Likewise, they hove
stated that. "The cornerstone of Ihis|philesophival idealfs] was
the determination of values aud by dem dhe estimation of ean=
duet which affocts human lives snd relationships." Locke's view
ff life, wislom, knowledge, and diverse backgruund provided
him with the foundation lo develop his philosophical views,

“According to Days and Mavable,™ Locke's pillosephy prozieed
‘a catianalization for ¢ nese Negro culture ond was written in an
arcane Inngusge only understood by a few. Yel, it reBected the
democratic ens of society and focused on the educstion, cure,
‘aad eoonomtis conditions of all human heings, especially African
‘Americans.

Cultural pluralism and vulue relacivism sected as che founda-
tion for Locke's ideas on education ancl asstheties. Kallen wrete
at Looke became interested im culeoral pluralism and value
rolitiviem when he wus « student at Harvard and this inverest
tuontinued lo grow after his experience in Burope as 9 Ritodes
Scholar, Cultural pinralism 19: Locke was “a way of Ife, the
projection af value judgment inta the mifiew of contemporary
problems” and “a pructical model through hich congenial rel
tiuns Detweeu contliotiag groups ould be achioves."* Cutural
pluralism was @ modo! of aetion with euch individual being an
netive participant, and it provided people with sellnespeet. sll
pride, and self-esteem. Yel. it rejected the idea of onc group
Thing die best culture oF history and bing withowt virtues
‘Valuc relativism, em the other hand, wan the “rejection of all
solutes. cheofogical an well as metaphysical" Ta otbec ota,
Locke recognized the value huzians placod on raos was Retitions
al tst

the real value af things, that which gives aaning snd sub
stance. les ia their possibility of providing the human with»
salty eutorional sence. - "The real value of race, the positive
vine. is] the great Gontsibotion it vould make te the diver-
sity as well us the uaity of the human cace,"™
Wes LaVerue Gp

His philosaphy of cultural plualisn and value relativism sling
eth his aesthetic philosophy wasn inesgral pact of che eork he
slid as an advocate of adult education for African Americans

LOCKE AS AN ADUTT EDUCATOR

Henvecn INT8 and LUBY several eveuty—Llach migration fram
the South. the Harlem Renaissance, and the Nes Kegco Move
‘meat Tad a major effect on the African American cami.

Te was curing tis period thal Locke besan to write a number oF
arucles on adult edestion, The “Role of the Talal Tenth",
Decade of Negro Self Expression,” snd “Tho Negto Education
Hidstor Par” ate only a few of hiseaily writings aul eaneation.

seks carly ines in adult education was bused on several
actors: (4 the illiteracy rate among African Amica wis bight
(0) a high percentage of African Americans diel nat complete
lemeutary school: aud (8) educational opporuunities for African
‘Americans were holow arional stinclarts ie ull categories —
teacher preparation, equipment and faelities, plocedures. aud
atmosphere.

‘With disse factors in wind, Locke was able ti alentfy the
problems and needs of African Amecicins housing, employ-
‘ment, health, recreation, agricultural extension, social sax! ee

problems. These problems and neds ennvinced Looke
tha Attican Americans “sese tipe for varied und broad ult
eduestion programs,"

Twas Locke's contention that “only ehrough liflong learning
would dhe Dlack mun truly berate himselé from the esbillaring
clfces of... racial subjugation and educational neglect theust
upon him hy the dominant sits commuaity.”"" Therefore, adult
‘education has a twofold pompace—rst, co sucate the taleared
and gifted and second, lp increase the literacy andl culroral sills
‘of Aftican Americaus

‘The movement for adult cducation among aa? disadvantaged
aroup ust have & dynamic and enthosiasm-cempelling div:
Feyoud the mere Utecasy level enlarging: leis and breil
ning human valves must dominate iL or the movernent ll
seall2"

Locke's carly writings were based on the previous needs and
uncerm within the African Ametican corampniy anc on the role
black culleyes and uaiversities had m providing adult education
pragroius which addressed their novdk and concerns. Tn the “Role
ff the Talented ‘Tenth, Locke srote that trained educators aud
Foaders wore needed 1b improve the educational status of Affcan.
Americans. Vhe "talented leuth” were neeved lo plan and imple-
tent aidlt education peoptams Wich would address che pro
lems and needs ofthe Atvieau American community

enlightened sacial service has ulways been the clasp ide
find the cose of the professions. Now there vonrunts the edu
‘ated man an almast universal und inevitable profession of pub
He service, with many branches. but all of Wem atodvatca by
the wrme sysiom of soul eximate and reward, Education mist
meet this by exteuiue the plotessional onde to all types of
‘education, and by making the smdy of socioty and needs of
‘oviety the basic ud coupon foundation af education"

Both Locke and Du Hois culled on the “talented tenth” 10
provided leadership and respemsbility in vocuunicating the asp
Fations, hopes, nods, und problems of Attica Amcticans, Ac
carding to Lacke

‘The mation, the group that Las wor such Iesslership ready at
aad, or in the making, now suffers the handicap imead wt
those causss which hitherto were thoughl. to be hopelessly
Lbanieapped, buc which now have suddenly Tespeil ta the Love.
“The cause of cnr pecple in Unis welds sucely ofthis cox that
hh just so recently come ints their preates opporcnity =

he questions of Wbetal secsus industelal education and the
‘educational qeeuls of Afticaa Amiericans wore clseussed in "Ne-
sro Taluvation Bids for Bar." On the theme of liberal versus indo
ial education, Locks agrcodt with both Wushingtum und Du Bois,
Seno Gyan

He believed that they both would provide # new era in education
for Aftican Americaas and prawide leadership in both arenas

With lose cooperation aud understanding established between
its .wo equally important wings, we cin sprimistically look tor.
‘ward (0 a new ota in Negro education. ... We shall then soe
the eeucation of the Negio not as» conilet between two peu
rams or types. but as 4 mutually supplementary program of
‘collegiate professional education on the one had, and af the
ealisgiate economic, technical ama agricultural rain on the
other. with the field of resch{ing] and social service taining
Alvided between them,

fm discussing the nceus fer African American education and

racially separated education, he wrole of

the need or more positive and favorable emitions for the
expression and cultivation of the developing. ra0e spir-

it... Negra education ., - ought io be. tree to develop its
‘wn aviv! incrests amd Special aims for hoth positive aad
compensatory rersous .. racial separation presents = -

Degotive aad iritaing challenge or disparagement instead of
a weloame and inspiring challenge -.. this type of education
constantly reminds Negrols) of the unpleasaut side of the
race problem. instcad of ullizing it a posilive fRetor. 2

Continuing on this theme, Locke recognized tha black cllegs
and univensities have a cespamsiilty in educating Afticia Amer
‘eans for leadership roles which woul provide them with skills and
‘education necessary ly uid in teaunforming "scgrepated centers Of
Negro professional education into ,. . centers nf Negto cuttare,”
and in helpiag them “to stain theit full spiitual growth and
influence, aud function aetively in general race uevelopmicat

“Thus, he suggested the goo! of black colleges and tniverstice

should be the development of racially inspired and devoted
professional lass with group service ax thet integrating ical
‘Certainly the least dhat can be expected und demaaded uf sepa.

en
As esp Take 98

rately omgunize! Negto college education is that in the forma-
tive periad of Le the presulling comtaers shovld be with the
ypontive rather that the negative aspects of race, and tt race
Teeling ot a constructive srt should he stimulating aad compea-
sating clemencs in the systent cf seucation >

lv order for Mica Americans ut receive the education they
needed und for black colleges and univesitics t9 offer pustive
fducatiomal progtams, more support was accleel from private,
public, amd state ineittions:

“The improvement of Negro education is everwlelaingly 4
puhlie task und responsibility: never for any seasou or rempo-
tary advantage of special appeal must it be allowed to assume
in the public mind che aspert of a special responsibility, a psi-
vole enterprise, or a philuntbuopic butden. Many a well
Inlealfoned friend of Negeaes and of eduestional progress still
link of Negra education largely in torms af sermethine special
and private rather Uw soutcthing hustcaly standard and p=
Tig, it hy right insistenoe the blie conception in this regard
rust he Brough fo par.

ALAIN LOCKE AND THE AMERICAN,
ASSOCIATION OF ADULT EDUCATION

Locke's interest ia adult education wok another tara with the
rmwal of an instation trem KP. Keppel, president of he Cumegie
Foundation, co serve miu delegate 1 Ue frst conference on adult
education, His evsty involvement in adutt education fount him
etving as ennsuttant to the Caracgic Foundation in studying the
needs of aduls, partivulauly Atticwn Americans, and inthe forma
tiom of the American Associadion af Adull Education (AAAL),
which he later served as president. Feom 1824 until his death,
"Hock: wa an atise member nd participant in organizations con
tered with issues regarding educalion and race relations

"AS an atcent supporter of the Nest Doal, Lacke believed that
tho New Deal programs were “a fullillment af Ge democratic
chs, particularly forthe disadvantayed minority." Onc capa
sis of le New Desl programs as t@ prowie Jobs far writers,
feachess. and autists, and to cradiante literacy, especially araoug,
African Americons.

‘Asumember of AAAC, Locke encouraged monitors

ta extend the idea and Fetities wf nd education - .theoush-
‘nthe sentry... [ta] promote the advimcemeat of the basie
nnduft education thal adults caa, should, and mst learn concinn=
ously, nol only (ox dic own individ growth and develop.
iene, hut for saciotys Scena health and betlermeat.

He also ceminled theaa that, “doit ceuoation's nin objective
axl obligation Is the domocrane extension vf opportunity Lor
learning to the peuple."

"Locke camlinted to encourage his clleagnes to be open minded
in thea peespoctive aud understanding of the experiences, sues,
and needs of minty groups. ‘Thus, adult educators would pro
‘mote unity und culivate respect for

dlifferencee and inteigent interest in group nchievernenl and
halegrounds and theough preaching aa protesting Keciprociy
instead of repimenaion, I tis is tras, adele edestors will he
‘well adviced in taking fll accoune ofthe interents nel problerns
ff minority groups and in utilizing them to stimulate the peo-
estes oF education."

Like Treire and Lindemaa. Locke tslieved that adult educators
should: (a) realize the importance nf teuching peuple about Unie
‘own Fistory and culture; (b} recuymize and keop ia ual te vital,
‘onerete, aul pantivular inesest of adult; ane!) recognize adult
education's role in social and mass educativn.* He reminded
adulc coucaters that they.

hnave nol prugressed veuy fat toward! bets social integration,
‘or saner social understanding, or mae healthy social participa.
tion thrmghant ahyeetive siudy of hibtory and sociology and