- Tytuł:
-
Podejście biograficzne do całożyciowego uczenia się
Biographical Approach to Lifelong Learning - Autorzy:
- Alheit, Peter
- Powiązania:
- https://bibliotekanauki.pl/articles/2141963.pdf
- Data publikacji:
- 2011-09-30
- Wydawca:
- Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
- Tematy:
-
całożyciowe uczenie się
podejście biograficzne
lifelong learning
biographical approach - Opis:
- If lifelong learning is researched using an approach based on biography theory, the various aspects of that approach would provide ways of reflecting upon that. Biographical education and training processes must be understood not only as appropriational and constructional accomplishments, given the individual and reflexive organisation of experience, knowledge and ability. They also include the biographical formation of social networks and processes, of collective knowledge and collective praxis, which can be also understood theoretically – as in Berger & Luckmann – as “institutionalisation”, as the formation of social networks and “social capital” or as the crystallisation of cultural practices (empirical examples include the formation of cultural and social centres, associations, local community initiatives, etc. It holds true for these collective formation processes, too, that they are explicitly negotiated and reflexively planned only to a partial extent. Social formations, such as new models and experiential contexts for possible educational routes, for potential women’s and men’s biographies, for gender relations, for learning processes and forms of interaction between cultures and generations can ensue even from the uncoordinated, biographical praxis of individuals in educational matters. If we conceive of biographical learning as a self-willed, “autopoietic” accomplishment on the part of active subjects, in which they reflexively “organise” their experience in such a way that they also generate personal coherence, identity, a meaning to their life history and a communicable, socially viable lifeworld perspective for guiding their actions, it becomes possible to comprehend education and learning both as individual identity work and as the “formation” of collective processes and social relations.
- Źródło:
-
Teraźniejszość – Człowiek – Edukacja; 2011, 14, 3(55); 7-21
1505-8808
2450-3428 - Pojawia się w:
- Teraźniejszość – Człowiek – Edukacja
- Dostawca treści:
- Biblioteka Nauki
Artykuł