Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  LIFE STORIES
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

K METODOLÓGII PRÁCE S ROZPRÁVANÝMI A NAPÍSANÝMI ŽIVOTNÝMI PRÍBEHMI/ŽIVOTOPISMI

100%
Herzánová Ľ.
Etnologické rozpravy (Ethnological Disputes)
|
2004
|
vol. 11
|
issue 2
90-94
EN
The paper deals with methodological questions concerning the work with oral and written life stories. The authoress subscribes to the approach to the biography as a social construct, social reality itself. Despite the growing amount of theoretical works dealing with analysis of this kind of source, there are voices against it, criticising its subjectivity and lack of theoretical background. The answer to this critique is directed towards the other group of researchers who search for 'almighty objectivity'. Both approaches ('qualitative' vs. 'quantitative') seem to bear a problematic core inside. Together with Gabriele Rosenthal the authoress looks for the solution in the dualistic conception of the history and the told story, the event and the experience, the lived and the told, where by the analysis we should consider both sides of the story. On one side the life of people is taking place on the background of the historical - social reality, on the other side the social reality is constructed through the lives of people.
2

BREAKING POINTS IN LIFE STORIES LEADING TO LEARNING PROCESSES (Punkty krytyczne w biografii prowadzace do procesu uczenia sie)

88%
Moeschlin R.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2009
|
vol. 10
99-105
EN
The article contains a text analysis of two papers presented by professionals at an adult education course. The analysis was performed using biographical approach, examining the intersections between learning and breaking down (of old perceptions and physical defenses). The aim of the study is to explore the question of what makes us learn in the process of questioning what we already think we know. The methods used involved a qualitative analysis of secondary data. Through the analysis, we can see that biography in learning enables learners to expose their narrative with both emotional and practical knowledge. Moreover, it may trigger change and lead to a process of new learning as long as a facilitator who acknowledges the sentences that hold information of transformation is present.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.