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Educational context of time from the perspective of adult development

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Semków J.
Journal of Education Culture and Society
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2016
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vol. 7
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issue 1
45-53
EN
The  basic assumption is that time, which regulates our existence in the world, is the special medium and that there are “costs (lost opportunities) associated with not investing time wisely” (Zimbardo, & Boyd, 2009, p. 19). The diverse attitudes of certain individuals towards time may be viewed from various perspectives. The author reflects on the time phenomenon from the perspective of learning adults, with regard to three life periods in the process indentified in andragogy as maturing to adulthood. In early adulthood time is especially significant as people assume the role of the ones responsible for their professional development and their family. In the second stage – middle adulthood – due to varying evaluations of their achievements, time is treated either as a friend or as an enemy. In this situation undertaking learning activity becomes a springboard, some kind of antidote to the emerging life problems. It may also bring about fundamental disturbances to the psycho-social balance of an adult person, such as change of his living environment. The value of time as a non-renewable good increases significantly in  late adulthood, after crossing the threshold of 60. This refers particularly to people who consider old age as an important stage of life. Thus, temporal perspective in each stage of adulthood varies, especially when learning is a regular part of life activities of an adult person
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Sprawozdanie z VII Jesiennych Spotkań Andragogicznych – Seminarium Naukowego na temat „Człowiek w okresie późnej dorosłości wychodzący z potrzasku rzeczywistości cybernetycznej”, Wydział Nauk Społeczno-Pedagogicznych w Katowicach Wyższej Szkoły Pedagogicz

100%
Semków J.
Rocznik Andragogiczny
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2020
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vol. 27
3
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Learning old age and learning in old age: an individual perspective

100%
Semków J.
EXLIBRIS Biblioteka Gerontologii Społecznej
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2017
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issue 1 (13) /2017 Active and Healthy Ageing
25-32
EN
Learning old age has an essentially individual character since it is dependent on many different factors. The first one, is the age of a person which, as I argue by referring to personal experiences, has a huge influence on our attitude towards seniors – from the acceptance and respect for old age, to its disavowal as a mark of a declining and decrepit lifeform. The second factor, nonetheless also important, is the experience of living in a multigenerational family in which the eldest members are deemed significant and entertaining respect. Another factor that shapes our perception of seniors is the level of environmental and widely societal awareness of the significance of aging processes and of their inevitability in the life of every human being. In that matter, we are still burdened with a feeling of inferiority as those who were bound to live on until the age of seventy, eighty, and ninety. Deeply ingrained, and stemming from a bad tradition, belief that leads one to commonly associate old age as the one “on which God had failed” is very slowly being eliminated from collective consciousness. The process is enhanced by a new opening of the last phase of life which as a result of constant lengthening acquires a new dimension, followed by a new meaning. Numerous examples of old people who take care of their psycho-physical condition and their social and spiritual development are gradually retrieving old age to its rightful place in human lifespan. In this process of change, a leading role seems to be played by a person’s spiritual development whose important component is spiritual practice wherein and thanks to which old age acquires the status of life’s period not worse than its previous stages.
4
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The Other As a Source of Knowledge and a Reference Point for the Learning Adult

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Semków J.
Journal of Education Culture and Society
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2019
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vol. 10
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issue 1
39-47
EN
Aim. The aim of this paper is to discuss the possibility of adult learning by way of communicating with the representatives of other nations, cultures, and religions. Methods. The method used in the paper consists in the analysis of scholarly opinions wherein authors point out at the role of the Other human being in the process of our getting to know the world (from childhood: parents, neighbours – to the older age: people from different nations and cultures). The theory of learning introduced by Albert Bandura and Joanna Rutkowiak is utilized as a theoretical background. Results. The relation with the other can take many forms and fulfil different, albeit important in terms of education and functions. The other is a person who in numerous life situations becomes a source of knowledge for the learning adult, at the same time playing a role of a specific reference point. The recognition of the value of such resources acquires special meaning in the current situation wherein one can observe the emergence of attitudes of xenophobia and chauvinism. Moreover, learning through intercultural interactions can be seen as an effective way of gaining knowledge about the world of rapid changes. Conclusions. The paper concludes with the following questions: To what extent does the rising atmosphere of intolerance impoverish the cognitive sphere of the adult learner? In what way does the lack of acceptance of the Other destroy the field of sensitivity of the adult person? What are the prospects – given the current socio-political climate in Poland – and what kind of possibilities can be opened by the dialogical strategy of understanding Otherness?    
5
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Learning of Old Age and Learning in Old Age: The Individual’s Perspective

100%
Semków J.
Konteksty Społeczne
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2017
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vol. 5
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issue 1
EN
The article is a personal reflection on old age. On the basis of his own memories, the author (born in 1940) presents a picture of positive old age and considers options both learning of old age and in old age. 
PL
Artykuł jest osobistą refleksją nad starością. Na podstawie własnych wspomnień autor (rocznik 1940) przedstawia obraz pozytywnej starości oraz rozważa możliwości uczenia się zarówno starości, jak i w starości.
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Ogólnopolskie Seminarium Naukowe Jesienne Spotkania Andragogiczne „(nie)przewidywalna przyszłość edukacji człowieka dorosłego”, Wyższa Szkoła Pedagogiczna im. Janusza Korczaka w Warszawie – Wydział Nauk Społeczno-Pedagogicznych w Katowicach, Katowice,

51%
Semków J., Radziejowska H., Gabryś K.
Rocznik Andragogiczny
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2019
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vol. 26
7
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Ogólnopolskie seminarium naukowe Jesienne Spotkania Andragogiczne – Sztuka: percepcja – uczestnictwo – twórczość – w edukacji człowieka dorosłego

51%
Semków J., Radziejowska H., Gabryś K.
Rocznik Andragogiczny
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2018
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vol. 25
310-312
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