Vision,
Guiding Principles,
& Philosophy

Levels 1 and 2 Literacy Benchmarks have been developed based on the groundwork done by the Provincial Literacy Steering Committee, Saskatchewan Literacy Network, the Saskatchewan Aboriginal Literacy Network, and the Adult Basic Education Redesign Task Team of Advance Education and Employment. These groups’ philosophies describe the best practices of adult learning as learner-centred, holistic, and flexible enough to meet the needs of learners in different regions of the province.

The Benchmarks weave theory with practice. They encourage literacy practitioners to engage in philosophical thought, questioning why they instruct as they do. Elias and Merriam (1980) explain, “Theory without practice leads to an empty idealism, and action without philosophical reflection leads to mindless activism” (p. 4). When theory is applied to real- life situations, the learning becomes relevant, learner centred, and holistic and the educational experience is enhanced for everyone involved.

The vision, guiding principles, and philosophy of The Circle of Learning are grounded in the following best practices for adult learning:

• draw on the gifts of mind, body, heart, and spirit to create a holistic learning experience
• take a learner-centred approach to lifelong learning
• learn together as adult learners and practitioners
• honour the knowledge that learners bring to the learning environment
• reflect critically on what has been learned
• respect, affirm, and empower the self and others

Vision

Theory and practice cannot be articulated without first describing what is meant by adult literacy. Through broad-based consultation and reflective discussions, the Provincial Literacy Steering Committee and the Saskatchewan Aboriginal Literacy Network have each developed working definitions of literacy. These definitions comprise the backbone of all literacy work in Saskatchewan.

The Provincial Literacy Steering Committee’s working definition of literacy is as follows: