The post-9/11 global sensitivity to fear that from unreasoned radicals will come stalking in the dark of night has made finding a reasonable person who is unafraid of strangers hard to find. The elevated uses of language, rhetoric, and argument with very high vocabulary fog index, confronts any serious student of the literature, be it Christian-Muslim, capitalist-communist, or populist-elitist. The fear of terrorism penetrates much of political jawing. This type of rhetoric have produced cognitive debates that are shocking, if not terrifying, as average people try to find non-paranoid views of a decent and honorable life in a mostly safe world. As co-authors of the following conversation, we make transparent our belief in honoring the scholarship of adult educators who take a macro-political view of terrorism, and who consider the human dimensions of living day to day in an unsafe environment. Many adult education scholars are aware of the range of topics on the minds of adults who bring their hopes, fears, and experiences to graduate adult education study programs. American scholarship on adult education is replete with advocates who encourage, foster, and nurture learning climates that engage discussion, explore life's options, and an understanding of human desire to establish policies that promote and assure justice. But in the Arab Middle East, one is challenged to find such literature. We should know, since we are an Iraqi and an American engaged in dialogue about the significance of andragogy as a tool for rebuilding war-torn Iraq. We are Ghada and Larry. Ghada is an Iraqi doctoral candidate in adult and higher education and Larry is her doctoral advisor. We have been involved in intensive dialogue about how we see our cultures, how we perceive the conflict in the Middle East, and how andragogical theory offers hope for changing learning and teaching approaches that can influence political and social philosophies of leadership. Ghada believes that as a woman, wife and a mother of two boys from Baghdad, Iraq, and who experienced the bombings and terror, she has insights to bring to a mentoring relationship. Larry, as a senior professor in adult education, has made a lifetime study of Asia, but has found a certain value in learning and teaching with Ghada. Both have shared their perceptions of their cultures, including their concerns about potential conflicts from issues of oil, religion, governments, and families. This conversation is a reflection of our advocacy for andragogy as a tool for change and peace. We have written in a way that allow both of our voices to be heard; Ghada--from her experience as an Iraqi and as a U.S. doctoral student, and Larry--as a senior professor in adult education and educational administration. We talk about how an inclusive education can bridge two cultures, American and Arab together in meaningful ways. Following our conversations, our combined voices contemplate the following questions. What does Andragogy have to offer to people in cultures facing distress, conflict, and war? We poignantly ask ourselves, what is the relevance? And more importantly, why should we in the field of adult education care? An Iraqi Seeks Meaning in Adult Education Study Ghada: After struggling for two years to get the opportunity to go to the United States for doctoral studies, I did not know what to expect of American professors at the University of South Dakota. Would they be prejudiced toward my heritage? Would they be open to knowing me? Or, would they be dominating, self-important, or careless about morality as often portrayed in Western movies? Would I find new meaning in my studies? Would anyone care about me as a person? What I found was shocking. My professor turned out to be extraordinary. He was real, caring, and a good listener. He offered more than I expected, his ideas, empathy, and a willingness to share with me a deep concern for trying to make peace and meaning in the world. …
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