Znaczenia edukacji ustawicznej w percepcji studentów - refleksje z badań

• Authors: Monika Sulik

Title variants

EN

Importance of Lifelong Learning in Students’ Perception. Reflections from Research

• Languages of publication: PL

Abstracts

EN

The aim of the article was to show the importance of lifelong learning and to identify the place it occupies in the life of adults wishing to study at universities; their way of defining lifelong learning, emotions associated with introducing this concept into their lives, and specific actions performed by them (therefore, more or less conscious implementation of lifelong learning by adults).The studies in question were of quantitative and qualitative nature. The first stage involved asking a group of adults two open questions related to lifelong learning and their realization of the idea. The second stage, based on a qualitative analysis of the documents, involved an attempt to find traces of the conception of lifelong learning in materials of autobiographical nature (students’ projects entitled “Biographical map of life” and" My educational biography "). In this dimension, the authoress attached particular importance to metaphorical references of lifelong learning, to the ways of assigning meanings to it, as well as to fragments of narratives in which subjects locate lifelong education in some specific space of their lives. The results were alarming, since they had revealed that almost half of the surveyed adults – both male and female pedagogy students – possessed only intuitive theoretical knowledge about the importance of lifelong learning, even though many of them were successfully implementing this notion in their lives. This fact seems to be very important from the perspective of adult education, because it seems to set next tasks, not only for adult education theorists, educators or those working with adults, but also for all those who work with other people in the educational area.

Keywords

EN

Lifelong Learning; Adult Education

• Publisher: Zielona Góra University Press
• Journal: Dyskursy Młodych Andragogów / Adult Education Discourses
• Year: 2012
• Volume: 13
• Pages: 61-72

Dates

published

2012

Contributors

author

Monika Sulik

• Uniwersytet Śląski w Katowicach, Wydział Pedagogiki i Psychologii, ul. Grażyńskiego 53, Katowice

References

• Korczyński M., Postawy wobec kształcenia ustawicznego studentów, [w:] Edukacja ustawiczna dorosłych w europejskiej przestrzeni kształcenia z perspektywy polskich doświadczeń, red. M. Pakuła, A. Dudak, Lublin 2009.
• Malewski M., Od nauczania do uczenia się. O paradygmatycznej zmianie w andragogice, Wrocław 2010.
• Skibińska M. Mikroświaty kobiet. Relacje autobiograficzne, Warszawa 2006.
• Solarczyk-Szwec H., Polifonia czy kakofonia? W poszukiwaniu znaczeń edukacji ustawicznej, „Dyskursy Młodych Andragogów” 2010, t. 11, red. M. Olejarz.
• Stukenberg H., Siedem historyjek i ich znaczenie dla edukacji dorosłych w czasie dokonujących się zmian, [w:] Drogi edukacyjne i ich biograficzny wymiar, red. E. Dubas, O. Czerniawska, Warszawa 2002.

Identifiers

ISSN

2084-2740