Learning Never Ends...
Learning Never Ends...
Spaces of Adult Education: Central and Eastern European Perspectives
Contributor(s): Zuzanna Ewa Wojciechowska (Editor), Zofia Szarota (Editor)
Subject(s): Social Sciences, Pedagogy
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: lifelong learning; educational spaces; andragogy; andragogical competence; adult learning and education
Summary/Abstract: This monograph is a collection of texts written by researchers, practitioners and theoreticians of adult education from Central and Eastern Europe (Poland, the Czech Republic, Slovakia, Ukraine, Russia). Its focus is on areas of contemporary adult education. The key issue is informal-learning space, where we can see the shift towards positive valuation of the ideas of localism and social commitment and to learning through (auto)reflection shaped by currents of information and individual experience. Another significant matter is the non-formal area of education, where intensive changes are taking place. The activities of associations and foundations, the dissemination of knowledge, work within open-education institutions, the non-governmental educational institution sector, citizenship – all are important areas of research, comparison and analysis that can be used to increase andragogical knowledge.
- E-ISBN-13: 978-83-235-5206-2
- Print-ISBN-13: 978-83-235-5397-7
- Page Count: 316
- Publication Year: 2021
- Language: English
ON POLISH RESEARCH INTO ADULT-LEARNING SPACES
ON POLISH RESEARCH INTO ADULT-LEARNING SPACES
(ON POLISH RESEARCH INTO ADULT-LEARNING SPACES)
- Author(s):Zofia Szarota
- Language:English
- Subject(s):Pedagogy
- Page Range:19-29
- No. of Pages:11
- Keywords:andragogy; research; contents analysis; adult education and learning; typology
- Summary/Abstract:The aim of this research was to identify leading problems within Polish andragogical discourse. The chapter’s content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market – a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.
INTERPERSONAL SPACE AS CONTEXT FOR ADULT LEARNING IN THE 21ST CENTURY
INTERPERSONAL SPACE AS CONTEXT FOR ADULT LEARNING IN THE 21ST CENTURY
(INTERPERSONAL SPACE AS CONTEXT FOR ADULT LEARNING IN THE 21ST CENTURY)
- Author(s):Agnieszka Stopińska-Pająk
- Language:English
- Subject(s):Pedagogy
- Page Range:30-36
- No. of Pages:7
- Keywords:adult learning; sociocultural space; interpersonal space
- Summary/Abstract:This chapter includes considerations on adult learning as a phenomenon of the twentieth and twenty-first centuries. Various contexts of adult learning’s interweaving in sociocultural space will be shown. The category of space will be discussed, which, although hard to define unambiguously, is the basic dimension of adult-learning discourse, along with the time category. Space, especially sociocultural space and its evolving significance in the contemporary world, to which the imagination of its creation gives meaning, plays a significant role in the quality of adult learning, but above all, it is of great importance in the experience / experiencing of adult learning. Learning gives the opportunity to learn space (reading its symbols, metaphors) and to transform it in constantly changing relationships with others in the interpersonal space.
GLOBALISING EDUCATIONAL SECURITY THREATS
GLOBALISING EDUCATIONAL SECURITY THREATS
(GLOBALISING EDUCATIONAL SECURITY THREATS)
- Author(s):Zdzisław Ludziejewski, Jan Maciejewski
- Language:English
- Subject(s):Pedagogy
- Page Range:37-49
- No. of Pages:13
- Keywords:Globalisation; security systems; education; infodemia; social capital
- Summary/Abstract:Dynamically ongoing civilisational progress – the source of changes with a multilayered cultural, social, political, economic and technological basis, as an irreversible process of globalisation – is an unstoppable process. All that remains is the possibility of intelligent adaptation or adjustment within limits this process presents. Having both positive and negative connotations, the globalisation process forces action not only or not so much to ensure external security, but also focuses on the development of social needs and care in maintaining the state’s broadly understood internal security. An important issue in this case is the ability to assess risk, threats and safety, which is related to a state’s specific educational strategy for safety built on the basis of knowledge about the impact of various groups of factors. Indispensable education in this area is systemic and long-term and is targeted at various social groups. The authors also draw attention to the currently emerging infodemic phenomenon: an information epidemic as a flood of reports having little to do with facts, the so-called plague of social media and more. This information chaos, when careful selection is lacking, is a threat to education, security and factors shaping social, cultural, intellectual capital, etc.
THE ROLE OF LIFELONG LEARNING IN UKRAINE’S SOCIOECONOMIC DEVELOPMENT IN THE 21ST CENTURY
THE ROLE OF LIFELONG LEARNING IN UKRAINE’S SOCIOECONOMIC DEVELOPMENT IN THE 21ST CENTURY
(THE ROLE OF LIFELONG LEARNING IN UKRAINE’S SOCIOECONOMIC DEVELOPMENT IN THE 21ST CENTURY)
- Author(s):Oleksandra Kachmar, Liliana Khimchuk
- Language:English
- Subject(s):Pedagogy
- Page Range:50-57
- No. of Pages:8
- Keywords:lifelong learning; modernisation of education; socioeconomic development; 21st-century skills; fourth industrial revolution
- Summary/Abstract:The authors attempt to evaluate current and prospective possibilities of the lifelong-learning system to act as an element in Ukraine’s social and economic development. After analysing the content of the concept of “lifelong learning” and features of terminological interaction, it was possible to explore possibilities of lifelong learning in promoting Ukraine’s development, while taking the current challenges of civilisational development into account. An analysis of global trends and the need for close up focus on Industry 4.0 challenges made it possible to substantiate the thesis that the country’s system of lifelong learning should focus less on timely updating of professional knowledge than on active long-term inclusion of education subjects in large-scale sociocultural transformations.
TRENDS IN ADULT-EDUCATION DEVELOPMENT IN UKRAINE
TRENDS IN ADULT-EDUCATION DEVELOPMENT IN UKRAINE
(TRENDS IN ADULT-EDUCATION DEVELOPMENT IN UKRAINE)
- Author(s):Nadiia Ivanivna Lutsan
- Language:English
- Subject(s):Pedagogy
- Page Range:58-65
- No. of Pages:8
- Keywords:adult education; development of adult education; strategic directions; lifelong learning
- Summary/Abstract:The author examines trends in the development of adult education. The problem of providing free access to education is analysed, along with changing the practice of adult education throughout life. The author emphasises that adult education is flexible and dynamic, responsive to present social requirements and personal needs of adults, and that positive change prevails in adult education in Ukraine. First, it is an extension of educational goals and directions. Secondly is the diversity of educational services; thirdly, the transformation in flexibility of existing adult-education structures, able to meet today’s requirements. Leading tendencies of Ukrainian adult education are determined to be transformation and expansion of its content field. The concept of adult-education changes, and a new approach to adult education, emerges as an area of employment opportunities and occupational change. The relevance of adult education is driven by additional factors, including the need to adapt the adult population to new socio-economic conditions. Adult education, unlike other structural components of the education system, can be implemented in various forms: formal, non-formal and informal, aimed at individual self-development. Main priorities are identified in adult-education development in Ukraine and in its prospective directions.
THE DEVELOPMENT STRATEGY OF RUSSIA’S SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION
THE DEVELOPMENT STRATEGY OF RUSSIA’S SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION
(THE DEVELOPMENT STRATEGY OF RUSSIA’S SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION)
- Author(s):Irina Popova
- Language:English
- Subject(s):Pedagogy
- Page Range:66-75
- No. of Pages:10
- Keywords:andragogy; additional professional education; labour market; labour potential; motivation
- Summary/Abstract:Adult education needs its own theory of and technology for education, special scientific and methodological materials, as well as specially trained cadres of teachers and consultants. The essence of the andragogical approach to adult education is the possibility of involving the adult student in organising the process of their own learning. To use the labour potential of working people in older age groups, certain social conditions are necessary, which mainly depend on the state of the labour market, namely on the availability of jobs. The presence of established attitudes to retraining and advanced training is an important factor in the development of the system of continuing professional education. The level of formation depends on the state of the education system and motivating incentives. The data of the present study confirm the hypothesis that the pre-retirement age group does not have an attitude toward continuing professional education. The lack of motivation for retraining is one of the main factors complicating reforms to increase the retirement age.
ANDRAGOGICAL COMPETENCES AMONG UNIVERSITY TEACHERS
ANDRAGOGICAL COMPETENCES AMONG UNIVERSITY TEACHERS
(ANDRAGOGICAL COMPETENCES AMONG UNIVERSITY TEACHERS)
- Author(s):Miroslav Krystoň, Lenka Rovňanová
- Language:English
- Subject(s):Pedagogy
- Page Range:79-92
- No. of Pages:14
- Keywords:andragogical competences; university teachers; professional development; quality of education
- Summary/Abstract:The concept of lifelong learning provides opportunities for adult education in all its core categories and across a broad range of educational environments. Despite the potential of informal learning, recent research has been paying only marginal attention to formal adult education. Universities and their teaching staffs play an important role in this segment. The research project Professional Identity and Quality of University Teachers in the Context of Andragogical Competence analyses the current state, perspectives and development of andragogical competences in academic staffs. In its initial stage, the research aimed to identify 1) how teachers subjectively perceive their own andragogical competences, and 2) how their competences were assessed by their students (N1=425 students; N2=10 teachers). A combination of quantitative and qualitative approaches was used: 1) a three-dimensional self-designed questionnaire, and 2) Q-methodology (N=73 students). The results were analysed and compared to verify empirically the proposed model of a quality university teacher, with primary focus on their andragogical competences.
CO-TEACHING: ADVANTAGES AND DISADVANTAGES
CO-TEACHING: ADVANTAGES AND DISADVANTAGES
(CO-TEACHING: ADVANTAGES AND DISADVANTAGES)
- Author(s):Martin Kursch, Jaroslav Veteška
- Language:English
- Subject(s):Pedagogy
- Page Range:93-107
- No. of Pages:15
- Keywords:co-teaching; further teacher education; co-teaching efficiency; co-teaching advantages and disadvantages; determinants of successful co-teaching
- Summary/Abstract:The study discussed in this chapter is based on implementing a methodological analysis focused on an overview of approaches to the co-teaching method, its contents and forms. A by-product of the study has been gathering information, aspects and insights about co-teaching’s pros and cons, collected from nineteen long-term co-teaching studies as well as from virtual co-teaching. The aim was to summarise determinants of co-teaching success, its advantages and disadvantages, which we encountered during our methodological analysis. Due to the long-term approach in these selected studies of the co-teaching method, it was possible to name beneficial aspects of co-teaching in various educational contexts and to highlight shortcomings in the form and content of its use. The articles analysed were published from 2005 to 2020 in recognised scientific databases including ERIC, Scopus® and Complementary Index. The nineteen studies fit the long-term and co-teaching criteria. Among the main determinants of success based on the articles examined, we include joint preparation, support from school management and technical readiness. The main advantages of co-teaching were better reliability in the transmission of information and problem-solving, intensification of teacher cooperation, their mutual enrichment and education, higher efficiency in teaching, better atmosphere in the classroom, better recording of observations during lessons, higher motivation of pupils or students, innovative environment and enabling the use of a wide range of teaching methods. Added to these is easy recruitment of experts or auxiliary teachers. Among the disadvantages, we include higher preparation requirements, complexity in terms of co-teacher coordination, and higher financial and logistical costs. In the virtual component, shortcomings also include technical equipment and the failure of the human factor. This study is the starting point for further research work within the project Technology Agency of the Czech Republic (TL03000133), entitled New Method of Education for the 21st Century: Virtual Co-Teaching, conducted in the period 2020–2023. This project focuses on virtual co-teaching and its effectiveness.
LANGUAGE-TEACHER EDUCATORS’ PROFESSIONAL DEVELOPMENT IN THE ACADEMIC SPACE
LANGUAGE-TEACHER EDUCATORS’ PROFESSIONAL DEVELOPMENT IN THE ACADEMIC SPACE
(LANGUAGE-TEACHER EDUCATORS’ PROFESSIONAL DEVELOPMENT IN THE ACADEMIC SPACE)
- Author(s):Agnieszka Szplit
- Language:English
- Subject(s):Pedagogy
- Page Range:108-116
- No. of Pages:9
- Keywords:teacher educators; professional development; learning space
- Summary/Abstract:Great focus on experience and the role of previous experiences in a teacher’s informal-learning process can be seen in contemporary pedagogical literature. The way teachers define their role and create their teaching style depends largely on real-life events and the people with whom they have had contact. This chapter presents the results of qualitative research with the aim of exploring the university as a learning space for educators of teachers. The research was conducted in the form of interviews among fourteen Polish academic teachers educating foreign-language teachers, and reveals three spaces within university life: space for actions, for cultural practice and for relations with others.
MUTUAL LEARNING AMONG TEACHERS IN THE SCHOOL SPACE
MUTUAL LEARNING AMONG TEACHERS IN THE SCHOOL SPACE
(MUTUAL LEARNING AMONG TEACHERS IN THE SCHOOL SPACE)
- Author(s):Małgorzata Kamińska
- Language:English
- Subject(s):Pedagogy
- Page Range:117-126
- No. of Pages:10
- Keywords:teacher; mutual learning; school; cooperation
- Summary/Abstract:Based on conclusions of US researchers, Christopher Day points out that the school “supporting development” (or the “living school”) is a place where conditions are created for gaining knowledge for practice (teachers sharing academic knowledge), practical knowledge (learning and sharing knowledge by experts), knowledge of practice (analysis of one’s own knowledge of other teachers’ practice and competences) and knowledge of oneself (critical reflection of teachers regarding one’s own motivation, commitment, emotions and identity). Mutual learning among teachers in the school space refers primarily to acquiring knowledge about practice and self-knowledge. This chapter presents selected results of the author’s research on opinions amng teachers and principals about mutual learning in school practice. Respondents’ attitudes are examined on team learning in the understanding of the mutual transfer of knowledge, skills and professional and personal experiences, through active and conscious participation in a team of people cooperating on the basis of partnership and open communication.
NEW PERSPECTIVES ON RAISING ADULT-LITERACY LEVELS IN GERMANY AND POLAND
NEW PERSPECTIVES ON RAISING ADULT-LITERACY LEVELS IN GERMANY AND POLAND
(NEW PERSPECTIVES ON RAISING ADULT-LITERACY LEVELS IN GERMANY AND POLAND)
- Author(s):Dorota Gierszewski
- Language:English
- Subject(s):Pedagogy
- Page Range:129-138
- No. of Pages:10
- Keywords:functional illiteracy; a decade of literacy and basic adult education; lifelong learning
- Summary/Abstract:Raising the competences of adults with low skills in reading and writing lets them more fully participate in public life and is a key factor influencing social development. The main goal of leo. – Level One Studie research carried out in Germany in recent years was to identify and measure adult competences in the field of reading, writing and understanding texts. To this end a group of functional illiterates was selected. Results from this research led to the introduction of the National Decade of Literacy and Primary Education (2016–2026), which is associated with efforts to improve adult literacy in Germany. To publicise this problem, the federal states have undertaken numerous initiatives. In this context, the present author focuses on issues of illiteracy in Poland and of raising public awareness there about the importance of literacy skills among adults. These activities result the Council of the European Union’s conclusions on Upskilling Pathways: New Opportunities for Adults.
SUPPORT MODELS FOR ADULTS WITH LOW BASIC-SKILL LEVELS
SUPPORT MODELS FOR ADULTS WITH LOW BASIC-SKILL LEVELS
(SUPPORT MODELS FOR ADULTS WITH LOW BASIC-SKILL LEVELS)
- Author(s):Maryla Koss-Goryszewska, Maciej Ostaszewski, Natalia Michalak, Sylwia Walicka
- Language:English
- Subject(s):Pedagogy
- Page Range:139-152
- No. of Pages:14
- Keywords:basic skills; upskilling pathways; adult education; Integrated Qualifications System
- Summary/Abstract:The Council Recommendation on 19 December 2016 on Upskilling Pathways: New Opportunities for Adults provides advice to the European Union on improving basic skills. The European Centre for the Development of Vocational Training (Cedefop) estimates that from 28.9 to 40.6 per cent of adults in Poland need this improvement. The main goal of the project “A Chance – New Opportunities for Adults” is to design and pilot models of supporting adults with a low level of basic skills. Each model consists of three main steps: skill assessment, a learning offer that has been individually tailored, and validation of learning outcomes. Each model is focused on one of eight preselected target groups. The article presents two models designed to support adults in different regions. The summary results of the open grant call will be presented, including information about: outreach and motivating low-skilled adults, the methods and tools employed for skills assessment, the factors and non-educational needs influencing participation in learning. With the conclusion of the “A Chance” project in 2022 recommendations based on the pilot models will be submitted to government representatives for developing national policies for basic-skills development.
DEVELOPMENT FEATURES OF UNIVERSITY STUDENTS’ PROFESSIONAL AND PERSONAL QUALITIES: FUTURE SOCIAL-WORK SPECIALISTS UNDER RUSSIAN NPO CONDITIONS
DEVELOPMENT FEATURES OF UNIVERSITY
STUDENTS’ PROFESSIONAL AND PERSONAL QUALITIES: FUTURE SOCIAL-WORK SPECIALISTS UNDER RUSSIAN NPO CONDITIONS
(DEVELOPMENT FEATURES OF UNIVERSITY
STUDENTS’ PROFESSIONAL AND PERSONAL QUALITIES: FUTURE SOCIAL-WORK SPECIALISTS UNDER RUSSIAN NPO CONDITIONS)
- Author(s):Tatyana Zelenova, Maria Khegay
- Language:English
- Subject(s):Pedagogy
- Page Range:153-162
- No. of Pages:10
- Keywords:university student; professional in social work; professional and personal qualities; non-profit organisations (NPOs)
- Summary/Abstract:Early in the twenty-first century, within the processes of a dynamically changing world, the emergence of new technologies and modernisation of existing technology, professionals in all fields strive to improve their knowledge and skills and keep pace with the times. The present authors disclose features of developing professional and personal qualities of Russian university students: future professionals in social work in the conditions of NPOs.
DETERMINING PERSONAL COMPETENCE IN LIGHT OF EMPIRICAL RESEARCH
DETERMINING PERSONAL COMPETENCE IN LIGHT OF EMPIRICAL RESEARCH
(DETERMINING PERSONAL COMPETENCE IN LIGHT OF EMPIRICAL RESEARCH)
- Author(s):Wojciech Horyń, Kazimierz Nagody-Mrozowicz
- Language:English
- Subject(s):Pedagogy
- Page Range:163-171
- No. of Pages:9
- Keywords:adult education; competencies; personality
- Summary/Abstract:This chapter considers the issue of competence. In addition to the classical concept of competence, the authors briefly present the Phenomenological Diamond Competence Model (conception by co-author Kazimierz Mrozowicz in 2010), indicating that personality is an important element of competence. On the basis of this approach, a research sample is presented which includes Group A, mountain rescue-team members, and Group B, medical personnel. The premise was that people performing rescue roles are usually individuals with a well-adapted mental norm with average intensity of extraversion and low neuroticism. The research results confirmed this hypothesis. The authors propose that the Phenomenological Diamond Competence Model and the Model of Selective Rings, also developed by Mrozowicz, be utilised in creating professional profiles.
THE INTEGRATED MODEL OF REFLEXIVITY AS A CONTEXT OF ADULT LEARNING
THE INTEGRATED MODEL OF REFLEXIVITY AS A CONTEXT OF ADULT LEARNING
(THE INTEGRATED MODEL OF REFLEXIVITY AS A CONTEXT OF ADULT LEARNING)
- Author(s):Ewa Dębska
- Language:English
- Subject(s):Pedagogy
- Page Range:172-180
- No. of Pages:9
- Keywords:reflexivity; reflection; reflective practice; adult learning
- Summary/Abstract:In contemporary times, reflexivity is becoming an essential element for adults as they function in every area of their lives. In the personal context the term may be understood as an individual cognitive style and as a competence used in constructing one’s biography; in the professional space it is treated as a consideration leading to development; while in the educational context it is an element constituting theoretical conceptions of learning. Despite reflexivity’s important role in an individual’s life, it is difficult to find explicit instruction concerning courses focused on these issues in adult-education programmes. In this chapter the author will present the Integrated Model of Reflexivity, taking into account the developmental, dialectical and multifaceted nature of reflection, with possibilities highlighted for its practical implementation in working with students.
THE ANDRAGOGICAL MODEL OF DOCILITY: A THEORETICAL BACKGROUND
THE ANDRAGOGICAL MODEL OF DOCILITY: A THEORETICAL BACKGROUND
(THE ANDRAGOGICAL MODEL OF DOCILITY: A THEORETICAL BACKGROUND)
- Author(s):Martin Schubert, Zuzana Neupauer
- Language:English
- Subject(s):Pedagogy
- Page Range:181-187
- No. of Pages:7
- Keywords:docility; motivation; self-regulation neuroscience; andragogy
- Summary/Abstract:This chapter deals with the phenomenon of docility from the perspective of neuroscience, presenting the theoretical background and pertinent research findings on selected components relevant to the field of andragogy. Its main focus is on defining the components of docility – self-regulation, motivation and cognitive abilities – and their impacts on an adult’s docility. The authors also offer a view of docility as an important phenomenon for further research in terms of andragogy diagnostics and andragogical guidance.
A FEW SUBJECTIVE DETERMINANTS OF SELF-DIRECTED LEARNING’S PURPOSE AND URGENCY FOR EXTRAMURAL GENERATION Y, Z AND C STUDENTS
A FEW SUBJECTIVE DETERMINANTS OF SELF-DIRECTED LEARNING’S PURPOSE AND URGENCY FOR EXTRAMURAL GENERATION Y, Z AND C STUDENTS
(A FEW SUBJECTIVE DETERMINANTS OF SELF-DIRECTED LEARNING’S PURPOSE AND URGENCY FOR EXTRAMURAL GENERATION Y, Z AND C STUDENTS)
- Author(s):Dorota Ciechanowska
- Language:English
- Subject(s):Pedagogy
- Page Range:188-196
- No. of Pages:9
- Keywords:self-directed learning; generations of students; adult higher education
- Summary/Abstract:In considering the nature of student involvement in the study process, we reach for theoretical adult-learning models by Lindeman and Knowles. In this chapter, the youngest generations of extramural students present their attitudes towards studying conditioned by the digital environment they consider natural, and needs and experiences resulting from their professional activities. Older students, of the millennial generation, are more focused on developing their competences, treating studying in terms of personal development.
THE ENTHUSIAST AS LEARNER: A CASE STUDY
THE ENTHUSIAST AS LEARNER: A CASE STUDY
(THE ENTHUSIAST AS LEARNER: A CASE STUDY)
- Author(s):Aleksandra Litawa
- Language:English
- Subject(s):Pedagogy
- Page Range:199-210
- No. of Pages:12
- Keywords:passion; enthusiast; passion-inspired learning; enthusiast as learner
- Summary/Abstract:The easiest way to recognise an enthusiast is that they talk about their object of interest with a twinkle in their eye. The space occupied by this passion is their own individual world of values where, free from the outside world’s pressures, they have the opportunity not only to focus attention on issues that are important to them, but above all to think and act in a way that is optimal. The aim of the present research was to recognise the attributes of the enthusiast as learner. A qualitative strategy was adopted in the research and a single case study was used. Data was collected using an in-depth, semi-structured interview technique with a self-taught artist who loved painting on tree bark. The analysis of the interview provided insight into features characterising the enthusiast as learner. Attributes distinguished, i.e. curiosity, deep engagement and high motivation, determined each other. Importantly, they initiated the emergence of other, positive and desirable features from the perspective of learning, such as readiness to apply effort, perseverance and determination to achieve goals, courage and creativity in solving problems, belief in the rightness of actions undertaken, self-confidence, effectiveness and the pursuit of mastery.
IMMERSED IN LEARNING FROM LIFE: INFORMAL-EDUCATION PATHS IN THE POLISH PROVINCES
IMMERSED IN LEARNING FROM LIFE: INFORMAL-EDUCATION PATHS IN THE POLISH PROVINCES
(IMMERSED IN LEARNING FROM LIFE: INFORMAL-EDUCATION PATHS IN THE POLISH PROVINCES)
- Author(s):Zuzanna Ewa Wojciechowska
- Language:English
- Subject(s):Pedagogy
- Page Range:211-223
- No. of Pages:13
- Keywords:lifelong learning; informal education; provinces; biography; social media
- Summary/Abstract:This chapter presents the results of qualitative research on lifelong learning among people living in the Polish provinces. The research took place in the Warmian-Masurian Voivode ship, is based on the interpretative paradigm and takes the character of biographical research, wherein the method used is the narrative interview. A common belief that the provinces are bypassed by the current pace of change is shown to be false in the context of the research results presented here. The chapter presents biographies of Warmians in the 50+ generation. Subjects describe how they use contemporary technologies and social media; also presented is the phenomenon of professional change from people’s perspectives in disadvantaged areas. Rspondents also relate their learning to use technology in an intuitive way, by learning from the experience of others as well as through inverted imitation. Learning is shown to be a continuous, natural process, including all aspects of adult life, creating an opportunity for intensive professional development for people with no formal education.
SEMAPHORES IN UNIVERSITY SPACE(S): AN (AUTO)ETHNOGRAPHIC STUDY
SEMAPHORES IN UNIVERSITY SPACE(S): AN (AUTO)ETHNOGRAPHIC STUDY
(SEMAPHORES IN UNIVERSITY SPACE(S): AN (AUTO)ETHNOGRAPHIC STUDY)
- Author(s):Kinga Majchrzak-Ptak
- Language:English
- Subject(s):Pedagogy
- Page Range:224-233
- No. of Pages:10
- Keywords:semaphores; sites of memory; ethnographic study; Stockholm University
- Summary/Abstract:Gaining importance in the face of actions currently being undertaken in countries including Poland in the area of what is termed the active policy of memory, research is being dedicated to commemoration that can help in discovering the specific nature and direction of the development of collective (non)memory frameworks within which individual memory, the basis for creating one’s own identity, is constructed. In this chapter, reference is made to semaphores related to the past of Stockholm University, i.e. objects that a given community recognises as carriers of meanings and values that combine a semiotic dimension with a material dimension, therefore objects that should act as sites of memory by definition. The chapter presents the results of the analysis and interpretation of data collected through (auto) observation and searching in secondary sources, focused around questions such as: What is the nature of semaphores located at Stockholm University? What is the importance of sites of memory in the university’s architectural, social, cultural and educational spaces? Addressing these topics permits conclusions – including e.g that Swedish university memory is dominated by men – which have educational implications.
TIME AND SELF-DEVELOPEMENT AS SYMPTOMS OF THE SUBJECT
TIME AND SELF-DEVELOPEMENT AS SYMPTOMS OF THE SUBJECT
(TIME AND SELF-DEVELOPEMENT AS SYMPTOMS OF THE SUBJECT)
- Author(s):Klaudia Węc
- Language:English
- Subject(s):Pedagogy
- Page Range:234-244
- No. of Pages:11
- Keywords:subject; time; passing; symptoms; dialectis of language; subject as a “cultural artefact”; psychoanalysis
- Summary/Abstract:This chapter deals with the issue of a subject’s maturation in the perspective of passing away, which is that subject’s boundary experience. The main issue of this text is time as a symptom of a sense of existential meaning, generating the need for individual coping strategies around ageing. Ontological and epistemological dimensions of this text are based on interpretative tools derived from Jacques Lacan’s psychoanalysis.
PSYCHOEDUCATION FOR CAREGIVERS WITH CHRONICALLY ILL SPOUSES
PSYCHOEDUCATION FOR CAREGIVERS WITH CHRONICALLY ILL SPOUSES
(PSYCHOEDUCATION FOR CAREGIVERS WITH CHRONICALLY ILL SPOUSES)
- Author(s):Emilia Mazurek
- Language:English
- Subject(s):Pedagogy
- Page Range:245-253
- No. of Pages:9
- Keywords:psychoeducation; illness; caregiving; informal caregiver; spouses
- Summary/Abstract:Spouses of the chronically ill take on the role of informal caregivers. However, as they are seldom prepared to fulfil these new duties, they experience them as a burden, and often develop emotional and psychosomatic problems. Caregivers are “second-order patients” (Lederberg, 1998, p. 981), rarely receiving professional support. One form of effective support is psychoeducation, which integrates psychotherapeutic and educational interventions (Lukens & McFarlane, 2004). The present author’s aim is to review selected theories and empirical research on the psychoeducation of informal caregivers. Key goals of psychoeducation include expanding knowledge and skills in the fields of an illness and its treatment, emotional discharge, communication with medical staff, and self-help in crisis. There is increasing evidence that psychoeducation has a positive impact for caregivers in the following areas: decreased burden, diminished psychological stress, increased capacity to cope, and enhanced social connection (Lukens & McFarlane, 2004; Pharoah et al., 2010). Research results and good practices may form the basis for implementing new solutions in the psychoeducation of informal carers in Poland.
LEARNING THROUGH PERSPECTIVE TAKING
LEARNING THROUGH PERSPECTIVE TAKING
(LEARNING THROUGH PERSPECTIVE TAKING)
- Author(s):Danuta Parlak
- Language:English
- Subject(s):Pedagogy
- Page Range:254-262
- No. of Pages:9
- Keywords:perspective taking; experiential learning; ageing game; disability simulation
- Summary/Abstract:Perspective taking is the ability to perceive and understand a given situation from the point of view of another person, and is of great importance in social interactions with individuals and social groups. Perspective-taking processes are used in educational strategies designed to improve the understanding of the needs and situations of elderly people and people with disabilities. Educational strategies such as simulation games and role-playing activities (the ageing game, disability simulations) allow young adults to imagine a different point of view, and also enable them to experience problems and challenges older adults face in daily life. This chapter contains an overview of research and a discussion of its results, showing the impact of learning processes through experiencing someone else’s perspective about attitudes towards the elderly and disabled, including empathy levels, ageist attitudes and the willingness to engage in further relations. Also discussed are advantages and disadvantages of educational strategies based on simulation games.
ADULT EDUCATION FROM A REGIONAL PERSPECTIVE
ADULT EDUCATION FROM A REGIONAL PERSPECTIVE
(ADULT EDUCATION FROM A REGIONAL PERSPECTIVE)
- Author(s):Ewa Małgorzata Przybylska
- Language:English
- Subject(s):Pedagogy
- Page Range:265-272
- No. of Pages:8
- Keywords:adult education; regional perspective; cooperation; rural areas
- Summary/Abstract:The notions of education and region have become increasingly important in European andragogical discourse. Ever-more common is the belief that neither education for sustainable development nor lifelong-learning processes of societies can be successfully implemented without the participation of regional authorities and the involvement of local communities. What becomes the primary challenge is increasing the cooperation between the sector of scientific research, education and administration, on one hand, and on the other between different entities active in the regions. The present author, by conducting an analysis of the literature on the subject and a secondary analysis of empirical studies, generates a catalogue of demands directed at social partners involved in what is broadly defined as adult education, in particular in the scientific sector.
NEIGHBOURHOOD RELATIONS AS A SPACE OF INFORMAL CIVIC EDUCATION FOR ADULTS
NEIGHBOURHOOD RELATIONS AS A SPACE OF INFORMAL CIVIC EDUCATION FOR ADULTS
(NEIGHBOURHOOD RELATIONS AS A SPACE OF INFORMAL CIVIC EDUCATION FOR ADULTS)
- Author(s):Julia Kluzowicz
- Language:English
- Subject(s):Pedagogy
- Page Range:273-281
- No. of Pages:9
- Keywords:adult civic education; neighbourhood; neighbourhood relations
- Summary/Abstract:In the light of civilisational and social changes, neighbourhood relations between people living in a given community, entailing everyday, direct, friendly contact based on trust and collaboration, are becoming an extremely important aspect of civil society’s formation. The author proposes a closer examination of the subject of neighbourhood relations in the context of informal civic education for adults. Referring to the idea of social capital, she describes the educational capacity of neighbourhood relations and places them in the context of contemporary concepts of informal adult education. This perspective can result in more efficiently using their potential in designing initiatives to strengthen civil society.
ADULT EDUCATION IN CULTURAL POLICY AT THE LOCAL LEVEL
ADULT EDUCATION IN CULTURAL POLICY AT THE LOCAL LEVEL
(ADULT EDUCATION IN CULTURAL POLICY AT THE LOCAL LEVEL)
- Author(s):Beata Cyboran
- Language:English
- Subject(s):Pedagogy
- Page Range:282-289
- No. of Pages:8
- Keywords:adult education; cultural education; cultural policy
- Summary/Abstract:The popularisation of lifelong learning and the growing importance of cultural education has prompted numerous Polish cities to prepare programmes for developing cultural education. Among the first comprehensive solutions was initiated in Warsaw in 2015, and other cities are now following this path: Łódź, Gdańsk, Kraków and Poznań. The main objectives of programmes that have been adopted or prepared are to develop creative, conscious and active participation in culture and to increase people’s cultural competences toward full participation in the local community. Everyone benefits from the main strategic goals of the documents under consideration. Unfortunately, adult education is much less represented than education of children and young people in the operationalisation of these main goals and in selecting intervention methods,. Democratic aims in culture could be more strongly represented in local cultural-education programmes, as this is an excellent educational space for adults, for it is based on comprehensive, continuous development of all residents. Hence the present author’s interest in local cultural policies, where I seek evidence of this valuable concept.
NON-GOVERNMENTAL ORGANISATIONS AS AN ENVIRONMENT OF ADULT EDUCATION
NON-GOVERNMENTAL ORGANISATIONS AS AN ENVIRONMENT OF ADULT EDUCATION
(NON-GOVERNMENTAL ORGANISATIONS AS AN ENVIRONMENT OF ADULT EDUCATION)
- Author(s):Agnieszka Naumiuk
- Language:English
- Subject(s):Pedagogy
- Page Range:290-298
- No. of Pages:9
- Keywords:adult participation; non-governmental organisations; social education; social activist
- Summary/Abstract:This chapter discusses the role of non-governmental organisations (NGOs) as a place of formal, non-formal and informal civic education of adults. Such a role is internal, taking place towards their personnel and volunteers as a means of their professional development. It is also external, purposefully directed to various audience groups, through awareness campaigns, local programmes, thematic conferences, etc. In the literature, much attention is dedicated to the need to acquire civic competences and civic involvement in social change, which is taking place due to NGOs. However, andragogy has yet to answer the questions of what such education looks like, and what is being learned and taught along with gaining civic competences. The author argues that hidden among activities focused on pragmatism and daily affairs are subtle matters of participants’ formation through learning by experience, which play key roles in furthering volunteers’ or an NGO staff’s professional, social and personal decisions and engagements in the social sphere. The ongoing task of NGOs as a learning environment is also changing, due to social needs changing, and to cultural transformation as well as new technology offering participatory tools. This chapter explores three decades of development of the non-profit sector in Poland as a changing platform for adult education. Though it could be said that this is an adequate period on which to develop a sound study, the author shows that such research remains in its early stages, with much additional material and data becoming available.
CITIZENSHIP EDUCATION OF ADULTS AS A TOOL IN ACTIVATING CITIZENSHIP COMPETENCE
CITIZENSHIP EDUCATION OF ADULTS AS A TOOL IN ACTIVATING CITIZENSHIP COMPETENCE
(CITIZENSHIP EDUCATION OF ADULTS AS A TOOL IN ACTIVATING CITIZENSHIP COMPETENCE)
- Author(s):Michaela Beran Sládkayová
- Language:English
- Subject(s):Pedagogy
- Page Range:299-305
- No. of Pages:7
- Keywords:active citizenship; key competences; adult education; citizenship education for adults
- Summary/Abstract:Citizenship education is becoming a key element of adult education in society in general. The current social situation, both nationally and internationally, points to the need to develop active citizens. Active citizenship, however, cannot be seen only in the context of voting or referendums; it includes participation, involvement in public affairs, tolerance, critical thinking and many other attributes of citizenship. One way to become an active citizen is through citizenship education for adults. As this is not only a regional specificity, the present theoretical study aims to define citizenship education from different perspectives in different European countries. In addition to forming an active citizen, adult citizenship education should help the individual acquire citizenship competences. The present study also describes possibilities, forms, methods of acquiring such competences, in relation to the definition of indicators of active citizenship and citizenship education, as well.
RECAPITULATION
RECAPITULATION
(RECAPITULATION)
- Author(s):Zofia Szarota, Zuzanna Ewa Wojciechowska
- Language:English
- Subject(s):Pedagogy
- Page Range:306-308
- No. of Pages:3
- Keywords:lifelong learning; educational spaces; andragogy; andragogical competence; adult learning and education
- Summary/Abstract:This monograph is a collection of texts written by researchers, practitioners and theoreticians of adult education from Central and Eastern Europe (Poland, the Czech Republic, Slovakia, Ukraine, Russia). Its focus is on areas of contemporary adult education. The key issue is informal-learning space, where we can see the shift towards positive valuation of the ideas of localism and social commitment and to learning through (auto)reflection shaped by currents of information and individual experience. Another significant matter is the non-formal area of education, where intensive changes are taking place. The activities of associations and foundations, the dissemination of knowledge, work within open-education institutions, the non-governmental educational institution sector, citizenship – all are important areas of research, comparison and analysis that can be used to increase andragogical knowledge.
