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Mezigenerační učení v prostředí komunit: koncept a mapování výzkumného terénu

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Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
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2014
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issue 1
103-124
EN
The article deals with the topic of intergenerational learning in community settings. First, it covers the context of the community and intergenerational learning, as well as intergenerational programmes, which are the main means of community learning. On the grounds of an Internet-based search results of Czech and international intergenerational programmes, it categorizes these programmes from the perspective of their content focus and generational targeting. It presents concrete examples documenting the situation in the Czech Republic to illustrate individual types of intergenerational programmes. The text identifies volunteering as an important aspect and it studies it in detail. The final part of the article consists of an overview of evaluation and research of international intergenerational programmes, which is seen as a starting point for a more precise research of intergenerational programmes in the Czech Republic, which is currently in preparation.
2
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Učit se a stárnout aktivně: senioři v mobilních počítačových učebnách

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Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
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2015
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issue 1
85-108
EN
Active ageing is a challenge which contemporary society has prepared for its elderly. This study attempts to provide answers to the following research questions: how can this be achieved? Which opportunities can be used in pursuing this aim? Is this aim also shared by the elderly? Taking active and vital elderly citizens who learn computers skills in mobile computer labs as an example, this study shows specific features of their learning, conditions under which the elderly learn better, how they manage to cope with the challenges of learning new skills, how this process is influenced by intergenerational contact and learning and finally what benefits this process has had for the elderly and what they appreciate explicitly.
CS
Stárnout aktivně je výzva, s níž se současná společnost obrací na seniory. Jak to ale dělat? Jaké příležitosti k tomu využít? Je to opravdu to, co senioři chtějí? To jsou obecné otázky, kterými je veden tento článek. Na příkladu aktivních a vitálních seniorů, kteří se učí počítačovým dovednostem v tzv. mobilních počítačových učebnách, ukazujeme, jaká jsou specifika jejich učení, za jakých podmínek se učí lépe a snadněji, jak zvládají nároky učení se pro ně novým technologiím, čím k procesům učení přispívá mezigenerační setkávání a mezigenerační přenos, a nakonec také co seniorům učení se práci s PC přineslo, respektive co oni sami na této své vzdělávací aktivitě oceňují.
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Čas a věk hraje roli: tři generace se učí v kurzech

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Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
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2010
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issue 1
125-146
EN
The contribution continues an article briefly introducing the concept of intergenerational learning, published in the 2009/2 issue of Studia Paedagogica. The article reviewed the offer of the courses and programmes of non-formal education as opportunities for family members of various generations to learn among each other. The review became the starting point of further exploration of what motivates people to take up the courses, what they gain in them, how they judge the participation of people of various generations, and how they perceive intergenerational learning. A more detailed view like this is based on a questionnaire survey among the participants of the courses of non-formal education, of three different generations: parents, grandparents and grown-up children, though not of one and the same family. Their responses are compared among each other and, in some case, confronted with the results of other surveys.
4
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Mezigenerační učení: učit se mezi sebou v rodině

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Rabušicová M., Kamanová L., Pevná K.
Studia paedagogica
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2012
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issue 1
163-182
CS
Příspěvek přináší některé z výsledků tříletého výzkumného projektu „Mezigenerační učení: děti, rodiče a prarodiče v neformálním vzdělávání a v informálním učení“. Zaměřuje se na mezigenerační učení v rodině, a to v pohledu tří zúčastněných generací. Nejprve vyjasňuje argumenty, které stojí za zvýšenou pozorností věnovanou v posledních letech v mezinárodním kontextu mezigeneračnímu učení, jako jsou demografické okolnosti (stárnoucí společnost), proměny rodiny (variabilita ve struktuře a vztazích) a celoživotní učení (potřeba kontinuity na pozadí změny). Dále se zaměřuje na vybrané výsledky z empirického výzkumu metodologicky založeného na smíšeném designu, jimiž je identifikace rolí rodinných „edukátorů“.
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Mezigenerační učení v rámci programů a kurzů neformálního vzdělávání pro děti, rodiče a prarodiče

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Rabušicová M., Klusáčková M., Kamanová L.
Studia paedagogica
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2009
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issue 2
131-153
EN
The paper is one of the first outputs of a research project called “Cross-generational Learning: Children, Parents and Grandparents in Non-formal Education and Informal Learning” . It opens with a brief account of the concept of cross-generational learning and then moves on to map the offer of courses and programmes of non-formal learning presenting an opportunity for members of families belonging to different generations to learn from one another. This outline is used as a starting point for further analysis of to which extent, in which ways and by whom these courses are attended, which is the participants’ motivation for enrolment, how they view their benefits and whether at all they perceive these activities as a part of their learning. These more detailed insights are based on participant observation and questioning undertaken in selected courses to be used for subsequent implementation of a questionnaire survey among participants of courses and programmes of non-formal education.
6
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Učení v rodině v mezigeneračním pohledu

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Rubušicová M., Kamanová L., Pevná K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 4
92-111
EN
The paper focuses on intergenerational learning in the family. The research question is: What do children, parents and grandparents learn from one another and how they see it? To find answers to this research question, we have organized a questionnaire survey among participants of courses (programmes) of non-formal learning attended by adults of different generations. The questions focused on basic characteristics of respondents and their families, on their evaluation of communication in the family, leisure time sharing, family atmosphere, relations and directionality and reciprocity of learning. Answers by three groups of respondents (children, parents and grandparents) were compared and interpreted on the basis of characteristics and attitudes of the respondents and their families. One might expect that research in intergenerational learning in the family may bring a new outlook of the family which might provide a kind of counterpart to the processes of family weakening which have been pointed out so often. If family members learn from one another while not insisting on relations of dominance, if they pass their knowledge and experience in both directions, they enrich one another and strengthen the cohesion of the family as such.
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Family Learning Models in Intergenerational Perspective

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Rabušicová M., Kamanová L., Pevná K.
The New Educational Review
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2016
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vol. 45
64-75
EN
The article deals with intergenerational learning in the Czech family from three generations perspective. Intergenerational learning means phenomena and processes aiding mutual transfer of knowledge, experiences, and attitudes in the family that take place in specific family life situations, in interactions, and during the shared activities of the participating generations: children, parents, and grandparents. The thesis of pro-learning family culture-the influence of family characteristics such as communication, family climate and cohesion on learning in the family is elaborated on. The thesis of pro-learning family culture is developed further to identify four different models of family learning from intergenerational perspective. A mixed research design was used.
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