Temat: adult. - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: The Other As a Source of Knowledge and a Reference Point for the Learning Adult
Autorzy:: Semków, Jerzy
Powiązania:: https://bibliotekanauki.pl/articles/628777.pdf
Data publikacji:: 2019
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: the Other, learning adult, learner, migration
Opis:: Aim. The aim of this paper is to discuss the possibility of adult learning by way of communicating with the representatives of other nations, cultures, and religions. Methods. The method used in the paper consists in the analysis of scholarly opinions wherein authors point out at the role of the Other human being in the process of our getting to know the world (from childhood: parents, neighbours – to the older age: people from different nations and cultures). The theory of learning introduced by Albert Bandura and Joanna Rutkowiak is utilized as a theoretical background. Results. The relation with the other can take many forms and fulfil different, albeit important in terms of education and functions. The other is a person who in numerous life situations becomes a source of knowledge for the learning adult, at the same time playing a role of a specific reference point. The recognition of the value of such resources acquires special meaning in the current situation wherein one can observe the emergence of attitudes of xenophobia and chauvinism. Moreover, learning through intercultural interactions can be seen as an effective way of gaining knowledge about the world of rapid changes. Conclusions. The paper concludes with the following questions: To what extent does the rising atmosphere of intolerance impoverish the cognitive sphere of the adult learner? In what way does the lack of acceptance of the Other destroy the field of sensitivity of the adult person? What are the prospects – given the current socio-political climate in Poland – and what kind of possibilities can be opened by the dialogical strategy of understanding Otherness?
Źródło:: Journal of Education Culture and Society; 2019, 10, 1; 39-47
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Different Approaches to Desing of the Group Traning in Adult Learning
Autorzy:: Grabovska, Sofiia
Grebin, Nataliia
Karkovska, Ruslana
Powiązania:: https://bibliotekanauki.pl/articles/1366413.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: adult teaching
life long education
training technologies
training design
Opis:: Aim. The aim of the study is a description of the types of training designs, based on various classification criteria and illustrated by examples from the authors’ own practice. Methods. We used theoretical analysis and synthesis of scientific information, as well as modelling the training structure. Results and Conclusions. It was proposed to classify the designs of group training, depending either on the internal logic of the teaching material or on the external organisation of the training. Regarding the logic of presentation certain designs, through the analysis of existing learning approaches, are proposed of training, based on different logic: presentation of information, assimilation of information, B. Bloom's taxonomy, and competencies formation. Using these designs, it is possible to construct either the whole training or its separate parts (thematic blocks, exercises). The external organisation of the training includes design of the sum of exercises, or of a coherent story.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 164-176
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century
Autorzy:: Marcinkiewicz-Wilk, Aleksandra
Jurczyk-Romanowska, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/628026.pdf
Data publikacji:: 2018
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: lifelong learning
permanent education
European Union policy
adult education
Opis:: Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. It’s used the literature analysis because of the theoretical character of a paper. Results. In the paper was presented how idea of lifelong learning was changing in the time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which was the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea lifelong learning is referring with a social and cultural changes. This idea is a very important part of EU strategy which main gol is to build the Information Society.
Źródło:: Journal of Education Culture and Society; 2018, 9, 1; 39-49
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: HISTORY AS A SCHOOL SUBJECT IN THE “SECOND CHANCE” PROGRAMME FOR FUNCTIONAL BASIC EDUCATION OF ADULTS IN SERBIA
Autorzy:: Čović, Paulina
Koljanin, Dragica
Powiązania:: https://bibliotekanauki.pl/articles/957888.pdf
Data publikacji:: 2016
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: history teaching
adult education
project Second Chance
Serbia
XX century
Opis:: The implementation of comprehensive educational reforms which include adult education is taking place in Serbia. The bases for the reforms are new approaches to education and learning, because rapid changes in all spheres of life have opened up the need for lifelong learning and education. However, the moment when society recognized the need for an institutional and organized form of adult education was preceded by a long development path in the second half of the twentieth century. This paper will examine the role of history as a subject in primary education of adults within the Second Chance project. History as a subject is undeniably important for development of one`s identity and understanding of the present in order to prepare to be a responsible part of society. Considering that Serbia has in the past been faced with the problem of illiteracy, there will be a brief overview of adult education in the second half of the twentieth century.
Źródło:: Journal of Education Culture and Society; 2016, 7, 2; 274-287
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Do Adult Learners Who Engage in Torah Study as a Leisure Activity Report Higher Levels of Meaning in Life than Learners of General Enrichment Studies?
Autorzy:: Alkan, Ora
Davidovitch, Nitza
Kushnir, Talma
Powiązania:: https://bibliotekanauki.pl/articles/18682067.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: adult learners
Torah study
meaning in life
spirituality
leisure
enrichment studies
Opis:: Aim. The aim of the research is to assess whether adult learners engaged in Torah/Bible studies report higher levels of psycho-social resources, specifically spirituality, meaning in life, hope, and social support, than learners who attend general enrichment courses, and whether psycho-social resources contribute to their meaning in life. Methods. Participants were 234 men and women over age 55 who study regularly in their leisure time: 56 Torah students in the hevruta (communal learning) method, 50 Torah students who participated in frontal Torah lectures, and 128 adults who attended lectures on various enrichment subjects. Participants completed self-report questionnaires that included demographic information and characteristics of the course, evaluations of the learning experience, the Spiritual Health and Life-Orientation Measure, the Snyder Hope Questionnaire, the Multidimensional Scale of Perceived Social Support (MSPSS), and the PIL – Purpose in Life questionnaire. Results. Torah and enrichment learners did not differ in meaning of life and hope. Torah learners reported a stronger learning experience, higher levels of transcendentality (an aspect of spirituality), and more social support from their peer group. For all learners, social support from the family was the strongest contributor to meaning in life, followed by hope and finally the communality aspect of spirituality. Conclusions. Findings confirm the importance of the human need for relatedness in determining meaning and suggest that the social milieu in which the leisure activity is held may be more important for cultivating meaning in life than the discipline studied.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 85-105
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills
Autorzy:: Luka, Ineta
Powiązania:: https://bibliotekanauki.pl/articles/628110.pdf
Data publikacji:: 2019
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: adult teaching/learning, language competence, 21st century skills, blended-learning
Opis:: Aim. The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Methods. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. For data analysis and interpretation constant comparative method to elicit themes/categories and create construct mapping to make connections between ideas and themes has been used. Results and conclusion. An on-line learning course for adult learners, including blended-learning, must be based on classic adult learning principles considering the given socio-cultural context, learners’ backgrounds, needs, motivation, learning styles and strategies. The adult learners’ skills developed and cultural knowledge increased will help them in enriching their knowledge and competences, thus leading to higher upskilling and higher employability and quality, as well as becoming true lifelong learners. Research restrictions. The current paper deals with the analysis of the first stage of the research – teachers’ feedback and course creation. The second stage comprising observation and feedback obtained during the course piloting eliciting learners’ and teachers’ data will be analysed in a later article. Practical application. The research findings are useful in selecting suitable methodologies and approaches for language learning courses for adult learners, possibly for other courses as well. Originality/Cognitive value. The current research enables understanding adult learning context and specifics to secure special educational treatment required to overcome learning barriers and develop adult learners’ 21st century skills in a culture-based blended-learning course.
Źródło:: Journal of Education Culture and Society; 2019, 10, 2; 151-169
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Teaching listening to older second language learners: Classroom implications
Autorzy:: Słowik, Agata
Powiązania:: https://bibliotekanauki.pl/articles/628506.pdf
Data publikacji:: 2017
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: SLA
glottogeragogika
listening
older adult learners
lifelong learning in later life
Opis:: Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
Źródło:: Journal of Education Culture and Society; 2017, 8, 2; 143-155
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Institutions of higher education and the idea of lifelong learning
Autorzy:: Marcinkiewicz, Aleksandra
Powiązania:: https://bibliotekanauki.pl/articles/628828.pdf
Data publikacji:: 2011
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: lifelong learning, lifelong education, continuing education,higher education, university, adult education
Opis:: The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.
Źródło:: Journal of Education Culture and Society; 2011, 2, 1; 5-18
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Solving Intergenerational Communication Problems in Tourism and Hospitality Enterprises
Autorzy:: Luka, Ineta
Drozdova, Valerija
Šakytė-Statnickė, Gita
Budrytė-Ausiejienė, Laurencija
Powiązania:: https://bibliotekanauki.pl/articles/18674490.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: communication
generational differences
intergenerational communication
intergenerational communication conflicts
adult teaching/learning
Opis:: Aim. The aim of the research is to identify intergenerational communication problems in tourism and hospitality enterprises and define teaching/learning initiatives and methodologies required to develop employees’ competencies to solve intergenerational communication problems. Methods. 12 semi-structured expert interviews with tourism and hospitality business owners and/or top-level management in three countries (Lithuania, Latvia, and Sweden) were conducted to collect information on generational differences in communication and intergenerational communication problems in the company. Qualitative content analysis was applied for data analysis. Results. Nine main groups of intergenerational communication problems have been detected and corresponding teaching/learning initiatives and methodologies that take into account the specific characteristics of each generation are recommended to eliminate each of the problems identified. Conclusion. Generational differences and differences in communication lead to intergenerational communication conflicts in tourism and hospitality enterprises. The suggestions on organising adult learners’ teaching/learning process based on generational differences may be applicable in workplace learning and also in educational institutions providing adult education. Cognitive value. The paper focusses on analysing intergenerational aspects in communication processes in tourism and hospitality enterprises and offers the means of solving communication conflicts by employing certain adult teaching/learning initiatives and methodologies suitable to non-formal and formal adult learning.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 207-228
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Applying Benjamin Blooms Taxonomy Ideas in Adult Learning
Autorzy:: Grebin, Nataliia
Grabovska, Sofia
Karkovska, Ruslana
Vovk, Anna
Powiązania:: https://bibliotekanauki.pl/articles/628457.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Bloom’s taxonomy, Bloom’s cube, hierarchy of mental operations, adult learning.
Opis:: Aim. The research goal of this paper is to theoretically substantiate the feasibility of using Benjamin Bloom’s psychological and pedagogical model and its modifications in the adult learning system. Methods. The study used the methods of theoretical analysis, synthesis and modelling of the implementation options for Bloom’s techniques in the training of adults. Results and Conclusions. The analysis showed that the use of techniques based on Bloom’s taxonomy, modified for adult training, makes it possible to develop students’ skills and abilities to thoroughly and comprehensively analyse the problem, and to find creative, effective solutions. Such a sequence of task setting as “reproduction” (knowledge), “understanding” (comprehension), “application,” “analysis,” “evaluation,” and “creation” is proposed as a general scheme of various training for adults. In particular, an example of the design of training in developing communication skills and training in overcoming procrastination skills is given.
Źródło:: Journal of Education Culture and Society; 2020, 11, 1; 61-72
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 11.

Tytuł:: THROUGH THE (NOT SO) PINK GLASSES: GENDER BIAS IN INTIMATE RELATIONSHIPS
Autorzy:: GROCHALSKA, MONIKA
Powiązania:: https://bibliotekanauki.pl/articles/954188.pdf
Data publikacji:: 2016
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: gender
informal learning
family
social representations
bias
adult learning
experience
intimate relationships
Opis:: This article was written as part of the project funded by the National Science Centre allocated on the basis of the decision no DEC-2011/01/D/HS6/02470. It shows how social representations of intimate relationships are shared among women and where they are rooted. According to Serge Moscovici, social representations are systems of values, ideas and practices, which allow people in groups to understand each other. Thus women have such a system, which is created through their entire life within the process of informal learning. During this processes some gender bias is imposed. This bias becomes a part of social representations of intimate relationships and influences practices of „being-in-relationship”. Those practices often do not fit life situations, contributing to the deterioration of women’s quality of life . All these processes are analysed on the basis of data taken from focus group interviews (FGI) with women. During interviews women often referred to some shared meanings, which constitute their social representations. Finally, these interviews show, that close relationships are highly affected by gender bias, thus they are full of misunderstandings and internal conflicts. The findings highlight the role played by the social representations in women’s subjective experience of their intimate relationships.
Źródło:: Journal of Education Culture and Society; 2016, 7, 2; 158-179
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 12.

Tytuł:: Can memory training positively affect the skills of learning a foreign language and support learning English by older students?
Autorzy:: KOZAK, AGATA
GULANOWSKI, JACEK
Powiązania:: https://bibliotekanauki.pl/articles/628420.pdf
Data publikacji:: 2012
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: lifelong learning, adult education, third age, senior students, memory train-ing, English learning
Opis:: The experiment covered in this paper was conducted from November 2011 until Febru-ary 2012 in the University of Third Age at the University of Wrocław in Poland as a part of the Third Age and New Technologies (TANT) project which was realised as a Grundtvigpartnership programme. The aim of the experiment was to determine whether memory training can positively affect learning a foreign language (English) by senior students.
Źródło:: Journal of Education Culture and Society; 2012, 3, 2; 89-98
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 13.

Tytuł:: Learning in late adulthood in the light of biographical research
Autorzy:: Marcinkiewicz-Wilk, Aleksandra
Powiązania:: https://bibliotekanauki.pl/articles/628610.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: older people, learning in older age, education, adult education, non-formaln education, informal education
Opis:: Aim. The paper presents the result of research how people study in older age. Method. The method of biographical research was used. The research presented was embedded in the strand of qualitative research in an interpretative paradigm, in which cognitive science places emphasis on the subject who is learning. In recruiting subjects for research intentional selection was used, based on the typical cases method. One of the basic criteria for selection of candidates was an intention to undertake educational activity. In effect, 12 people participated in my research – 8 women and 4 men. Results. In the biographies analysed, education proceeds in both non-formal and informal areas, so both these area merge with each other and complement each other. The return line of education in late adulthood is characteristic for those biographies in which learning occurs above all in the area of non-formal education. These seniors usually undertake learning in institutions with an educational character which are aimed at that age group, such as the University of the Third Age, Seniors’ Academy, or various kinds of EU training whose beneficiaries are older people. On the other hand, those whose biographies take the form of continued education in late adulthood realise their goals most effectively in informal education. In this area, the most frequent form of activity is self-education. This is undertaken by those who have a previous knowledge of the subject, but were unable to dedicate themselves to it fully because of their professional work.
Źródło:: Journal of Education Culture and Society; 2020, 11, 2; 133-146
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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