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Doświadczanie codzienności przez seniorow małej społecznosci lokalnej

100%
Malec M.
Rocznik Andragogiczny
|
2008
|
vol. R. 2008
66-75
EN
In her paper the authoress presents, in the perspective of the biographical perspective, what old women and men think about their life, everyday life (from the perspective of the years- in the small local community) about the place where they live (biography of the place) and what do their learn (biographical learning). Elderly women and men living in the local communities that she studied, left in their narratives everything what fragile, unnoticeable, and apparently unnecessary by evoking to their past (researcher's youth) and relating to the present (researcher's age). Analysis of the obtained data revealed that the social bonds are the ones particularly important in the context of everyday life. The elderly (women and men), children, and ill people - the other - belong to the category of the exclusion, group that does not have the same rights to the narrations as young people, adult and health people. In her view the elderly, women and men, are marginalized in a double sense, on the basis of their age and their place of residence.
2

POSTPONEMENT OF ADULTHOOD. REFLECTIONS ON BECOMING AN ADULT

100%
Malec M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2007
|
vol. 8
45-55
EN
The article is inspired by data which the authoress got from her biografical research. It dealt with the adults who experienced the disability when they were adult already. The 'postponement of adulthood' is in her view an understanding of some kind of change; the redefinition of our person, of our identity. It is the redefinition of our adulthood. The ordered world of adult (dreams and plans) is destroyed and has to be changed. The authoress analyzes this process of changes on the basis of one of the definitions of adulthood by M. S. Knowles. 'The postponed adulthood', as noticed by Havighurst, as well as from the andragogical perspective is a particularly important event in the educational context. Formal, nonformal and informal education is helpful to fill the experienced emptiness. The person who has experienced 'the postponement of adulthood' quite often undertakes different kind of educational activities. To sum up the 'postponement of adulthood' is an educational situation.
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