Search results

1

Kadra ucząca dorosłych: warunki, kompetencje i rozwój

100%

Mazurkiewicz G.

Zarządzanie Publiczne

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2009

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issue 1 (5)

PL

The paper presents reflections rising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group – adult educators. Because of the increasing importance of life long learning and the promising vision of a knowledge society, new initiatives in education open challenging possibilities for human development.Based on interviews with practitioners the article describes the professional situation of adult educators: training, development, awareness, values, priorities and practice. There is a new trend noticeable in these interviews – the emergence of a new kind of educator. The specific working style of this new group (operating like a closed caste) with a specific language and communication style, value system, ethics and critical skills resulted in the creation of the new culture of life long learning. The culture of adult educators has developed skills of survival in fragmented reality of Polish educational policy, a chaotic legal frame and the strong pressure of labour market.

2

O społecznym uczeniu się we współczesnym dyskursie andragogicznym. Wątpliwości zebrane

100%

Kurantowicz E.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2012

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vol. 13

13-20

EN

The authoress analyses the social dimension of learning present in selected adult education theories. The said dimension is evolving from imitation and mechanical perception of others, passing through the stages of experience in a social world, modelling and transmissions, to eventually reach the point of activity and participation of individuals in societies or constructing social reality. The prerequisite to social learning is always direct or indirect presence of others. The authoress puts forward the argument that social learning should be considered in the perspective of change and quality of contemporary social relations (including the pedagogical ones), contexts of learning and pan-pedagogical orientation in andragogical analyses as well as in the perspective of principal transformations of today’s forms of social integration. In the final conclusions, the authoress presents a theoretical proposal of analyzing the social dimension of learning based on forms of social integration and the type of learning (adaptational one, emancipatory one), and points out the links between the analysed issue and other theoretical approache

3

Explanations of individual successes and failures in the biographies as a reason to understand learning meanings. Context-sensitive analyses

100%

Jurgiel-Aleksander A., Dyrda J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2016

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vol. 17

389-396

EN

The main aim of this text is the attempt to demonstrate what kind of learning meanings are created when adult people justify success and failure in their lives. The question – what success means has inspired the individual narration about life experiences of the 40 plus generation. In Poland this age group is perceived as the stabilization generation, because of the fact that people at this age did not have to experience a war, communist oppression or martial law. They were educated before the year of political transformation in Poland in 1989 and their adulthood occurred after economic changes. As a result, the narrations’ analyses led to identifying the concepts of learning. They were: learning as the process of pursuit of economic independence (1), learning as creating job opportunities (2), learning as the result of assessment of one’s own competence by others (3). During the conversation (while being interviewed) it turned out that the language of narration was economic regardless of whether they were talking about their vocational or personal life. The analyses that followed should be only treated as a qualitative case study.

4

Questions of (Mis)Recognition in the Relationship Between Italian Teachers and Asylum-Seeker Students

100%

Oshodi D. P.

Teraźniejszość – Człowiek – Edukacja

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2021

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vol. 23

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issue 1(89)

81-97

EN

The potential of the classroom as a place for the development of a more positive sense of self by asylum seekers has received scant attention in the literature. This paper explores this potential using Honneth’s theory of recognition. By employing narrative inquiry, the data shows clues of recognition in the interviewed teachers’ perceptions and values, relationships with learners, and teachers’ understanding and concern for learners.

5

Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

100%

Lai H.-J.

The New Educational Review

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2014

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vol. 36

55-65

EN

The purpose of this study was to investigate adult learners’ perceptions of the use of Interactive Whiteboards (IWBs) in a university classroom in Taiwan. The participants were undergraduate students in a Master’s program. Research data were obtained through students’ interviews, site observations, and students’ reflective journals on the course website. Interviews were conducted with six adult learners who were also working professionals. The research data indicate that adult learners valued the benefits of using IWBs in instruction and workplace learning and pointed out that instructors’ readiness and competence determine the effectiveness of IWB integration in classrooms. Another important finding revealed in this study suggested that instructors need to develop creative IWB lesson plans that fully utilize the advantages of IWBs in order to ensure that IWBs are effectively and continually used in adult education/training settings.

6

Local Action Groups as learning organizations and communities

100%

Abramowicz J.

Praca Socjalna

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2020

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vol. 35(3)

91-108

EN

The aim of the study is to analyse Local Action Groups as organizations capable of creating space for environmental education. The first part describes the different approaches to adult education and forms of learning. In this context, Local Action Groups are analysed as learning communities and organizations. The specificity of the operation of Local Action Groups is based on a combination of formal and three-sector partnerships and partnerships with residents. On the one hand, these partnerships are used to manage public funds for rural development, but the sense of establishing them is deeper. LAG members and management themselves come from the local community and should broadly represent its interests, but also to activate, engage and create space for the development of ideas, ideas and projects. The work methodology is based on research carried out as part of the expertise commissioned by the Ministry of Agriculture and Rural Development, especially on information obtained from individual in-depth interviews (IDI), on the basis of which detailed case studies of selected LAGs were described. The existing data were also analysed - RDP documentation, reports, and quantitative data obtained from the CAWI survey. The conclusions of the analysis show that Local Action Groups have the potential to create learning environments and transfer the assumptions of the Leader approach, especially bottom-up approaches and to promote participation in decisions on local development directions, but they do not fully use it.

7

Digital competence learning in secondary adult education in Finland and Poland

100%

Duda E., Dziurzyński K.

International Journal of Pedagogy, Innovation and New Technologies

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2019

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vol. 6(2)

22-32

EN

Nowadays, the digital competence is becoming as important as literacy and numeracy skills. For children and youths these competences seem to be natural and the role of teacher is to direct students in their learning and to develop cognitive curiosity. For adults, the learning process is different. It is not only developing of digital skills but sometimes even grassroots teaching. The article presents a two different approaches to teaching/learning process provided in the field of secondary education - Finnish and Polish systems. Documents containing curricula, school programmes and course grids were analysed. Both systems have been assessed in terms of their relevance to adult learners. The main discoveries and the key conclusions indicate that the Polish system does not adapt to the real needs of adult learners and the changing needs of the labour market.

8

The Lifelong Learning in the Field of Employment Policy in Slovakia

88%

Hužovičová M., Jakúbek P.

Acta Technologica Dubnicae

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2014

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vol. 4

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issue 2

27-35

EN

The rate of employment (or vice versa the rate of unemployment) is an important indicator of economic maturity and quality of life in a particular country. Compared to other countries of the European Union, unemployment in the Slovak Republic is a serious problem. Improving the quality and the efficiency of Slovak educational institutions can be one of the ways how to struggle with this problem. The Slovak economy has been transformed from planned economy to market economy, and, therefore, retraining, re-educations and improvement (in the field of industry and services) have been required. The Institute of Lifelong Learning is very helpful in this field. The article deals with shortcomings of the Institute of Lifelong Learning and it points out the reality leading to drawbackks. It also concerns the following possibilities, which might improve the current situation. In a theoretical analysis of the current state, we define the basic terms and problems in this field.

9

Transformative Learning of Educationally Active Women in the Context of the COVID-19 Pandemic

88%

Ciechanowska D., Kozerska A.

The New Educational Review

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2022

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vol. 70

57-67

EN

Objective: The study aims to determine whether educationally active women present signs of transformative learning in their own experiences of the COVID-19 pandemic. The focus of the study is the relationship between experiencing transformative learning in a pandemic and the sense of loneliness, received social support, sense of life satisfaction and age. Methods: The study was conducted among 258 educationally active women – part-time students, as well as students of the Universities of the Third Age. Age of the surveyed women: from 19 to 87 years. Data were collected using the online test method. A statistical significance of differences was tested with the U Mann-Whitney test and the two proportion z-test. Results: Most of the surveyed women manifested elements of transformative learning in their experience of the pandemic. Those scoring high on the Transformative Learning in a Pandemic Situation scale have had their life satisfaction decrease to a greater extent than those scoring low. The group scoring high on the Transformative Learning in a Pandemic Situation scale is characterised by a higher sense of loneliness. No relationship was found between perceived manifestations of transformative learning and age, social support, place of residence and education. Discussion: The transformative potential of learning can be seen in a pandemic situation. The obtained data provide arguments supporting the supposition that the feeling of loneliness, influencing the lowering of satisfaction from life, is a factor triggering learning and leading to the change of habits of thinking and acting of educationally active women.

10

Adult Education and Training in Comparative Perspective - Indicators of Participation and Country Profiles

88%

von Rosenbladt B.

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2010

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vol. 11

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issue 3

38-75

EN

Lack of data has been a serious deficiency for comparative research on adult learning until recently. The present paper explores new opportunities based on the European Adult Education Survey (AES). It argues that general indicators of participation in adult education and training must be complemented by more specific indicators revealing sectoral structures and behavioural patterns within the adult learning system. AES as a subject-specific survey can help to understand better “what is behind” a general level of participation in adult learning, as provided in other statistics. Country variations are explored across a set of 16 European countries.

11

E-learning in Management – Focus on Hungary, Serbia and Slovakia

88%

Poór J., Sasvári P., Nesterowicz K., Monda E., Eldurssi F. F. M., Nikolic M.

Journal of Management and Financial Sciences

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2016

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vol. 23(1)

93-122

EN

The interpretation, according to the authors, of “e-learning” is defined as follows: (1) in the wider sense: a process of training, transferring knowledge or studying which is aided by digital equipment (storage, retrieval, display, forwarding and feedback of content and study-aides); (2) more specifically: an open form and framework of training, accessible through a private or public network, which enables the efficient organization of the training process for the user (young or adult), as well as the appropriate communication and feedback between the tutor and trainee, regardless of time or distance. First of all in this new study we review the basic theoretical foundations of e-learning, and in the second section we will highlight the major conclusions of an empirical study carried out in Hungary, Serbia and Slovakia.

12

ОПТИМІЗАЦІЯ ТА ВДОСКОНАЛЕННЯ ОРГАНІЗАЦІЇ ІНШОМОВНОЇ ПІДГОТОВКИ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ В УМОВАХ ГЛОБАЛІЗАЦІЙНИХ ЗМІН У ГАЛУЗІ ВИЩОЇ ОСВІТИ УКРАЇНИ

75%

Мединська С.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 5(59)

161-168

EN

The article deals with the issues of organization of effective foreign language training of research and education personnel in the conditions of fast development of the educational sphere under the influence of the globalization processes. To achieve the goal of analyzing the peculiarities of the adult approach to learning, defining the main problems associated with foreign language training and finding solutions to them such research methods as critical analysis of scientific pedagogical and psychological publications, scientific observation, testing, methodological experiment as well as analysis and synthesis are used. The peculiarities and distinctive features of the adult approach to learning based on psychological, methodological and physiological characteristics of the adult learners as well as optimal conditions of mastering the foreign language are considered in the article. The existing methods and approaches to teaching foreign languages applied to adults are analyzed so that the major issues related to the educational process are defined including organization specifics, project financing and budget allocation as well as motivational factors. There are suggested optimal ways to overcome the difficulties connected with foreign language training of research and education personnel and the possible organizational solutions are found taking into consideration specifics of the learners. The communicative-analytical method is considered as the most effective since it meets the vast majority of needs and requirements of the research and education personnel involved in the foreign language training. The mixed structure of financing based on personal, institutional and state funds in the different stages of the project implementation is substantiated. Motivational factors including internal and external ones are analyzed to define the most encouraging aspects. Since international projects with Ukrainian academics participating in them are getting increasingly common in the process of innovative development of the educational sphere under influence of the globalization processes this direction involves intensive learning English as a language of international communication and requires particular attention to creating and pursuing specific strategies and cost-effective approaches which need further development.

13

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

75%

Lavrysh Y.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 4

62-67

EN

The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

14

Examining Adult Learning Through the Lens of Culture: A U.S. Perspective

75%

Yelich Biniecki S., Kang H.

Rocznik Andragogiczny

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2014

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vol. Tom 21

133-142

EN

This paper examines adult learning within United States based journals through the lens of culture. Four thematic areas from the literature are highlighted. These themes include: critically examining one’s own and others’ cultural stories; utilizing sociocultural approaches to facilitate or guide adult learning; developing and maintaining dialog; and incorporating strategies to improve people’s cultural awareness and competency. Implications for practice are addressed throughout. A concluding discussion suggests areas for future research.

PL

Zagadnienia zawarte w prezentowanym artykule dotyczą analizy wykorzystania aspektów kulturowych w literaturze Stanów Zjednoczonych. Artykuł porusza i skupia się na czterech obszarach literatury. Dotyczą one oceny krytycznej historii kulturowych własnych i innych osób, wykorzystanie społeczno-kulturowych podejść używanych do ułatwienia lub naprowadzenia uczenia się dorosłych, rozwijanie i utrzymywanie dialogu, oraz wprowadzenie strategii w celu poprawy świadomości kulturowej i kompetencji ludzi. W artykule zawarto sugestie możliwych obszarów dla przyszłych badań.

15

Bycie rodzicem jako uczące doświadczenie. Perspektywa andragogiczna

75%

Jurgiel-Aleksander A.

Rocznik Andragogiczny

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2017

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vol. 24

EN

The main assumption of this text is that being a parent can create an opportunity to learn. From an andragogical perspective this assumption refers to the key issue which is the answer about the mechanism of learning experience creation. The way the author chooses to consider this problem is phenomenography research on what adult people have experienced being a mother or father in their lives and what they have learnt in this situation. The main instrument of their learning experience description is the concept of upbringing identified through the prism of the following questions: What does it mean that you are a parent? How do you know how to create a relation with your child? What in your opinion is the success and failure in your parenting? In the end this small project demonstrates that instrumentality is the domain form of the description of parents’ thinking about children and reality in which they exist. That is why the author asks about the potential of cultural foundation in the formation of the learning experience.

PL

Głównym założeniem przyjętym w niniejszym artykule jest to, że doświadczenie bycia rodzicem jest jednym z tych, które tworzy szansę dorosłym na uczenie się. W tym sensie autorka nawiązuje do kluczowego w andragogice zagadnienia dotyczącego mechanizmu kształtowania doświadczeń uczących (learning experience). Aby spróbować się z nim zmierzyć, przeprowadziła ona badanie fenomenograficzne dotyczące tego, czego dorośli doświadczają będąc rodzicami, a w konsekwencji czego się uczą będąc w tej sytuacji. Proste pytania typu: co to znaczy według ciebie być rodzicem, skąd wiesz jak wychowywać własne dziecko, czym jest dla ciebie sukces, a czym porażka w wychowaniu, stały się inspiracją dla rodzicielskich wypowiedzi. W rezultacie ich analizy wyłoniono kilka koncepcji wychowania, których wspólnym fundamentem – jak się okazuje – jest instrumentalizm w myśleniu o dzieciach i o świecie, w którym funkcjonują, ale także o sobie i własnym uczeniu się. Dlatego na koniec autorka pyta, czy nie jest tak, że ów instrumentalizm jest cechą naszej kultury i przekłada się na rozumienie tego, co jest uczące w naszym życiu, czyli – mówiąc językiem andragogów – na rozumienie uczącego potencjału naszych doświadczeń.

16

Sport i zdrowie w okresie dorosłości

75%

Błajet P.

Rocznik Andragogiczny

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2014

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vol. Tom 21

173-186

PL

Hans-Georg Gadamer twierdzi, że wraz z upływającym wiekiem to nie choroba, a zdrowie staje się cudowną osobliwością. Medycyna nie pomaga w zrozumieniu tego cudu. Zdrowie nie poddaje się obiektywizacji, jest jakością subiektywną. Pewnym rozwiązaniem w diagnozowaniu zdrowia w okresie dorosłości mogą być behawioralne wskaźniki zdrowia zaproponowane przez J. Rostowskiego. Jednym ze wskaźników jest aktywność umysłowa i fizyczna. W tekście zestawiono fenomeny sportu z autorską pięcioczynnikową strategią profilaktyki starzenia się „PIWKO”. Podjęto próbę wskazania na walory zdrowotne aktywności sportowej w okresie dorosłości. Opierając się na przykładach popularnych sportów rekreacyjnych, wskazano na ograniczone możliwości zastosowania modelu uczenia się dorosłych D. Kolba w uczeniu się sportu przez osoby dorosłe.

EN

Hans-Georg Gadamer claims that, with increasing age, it is not a disease but health that becomes the most wonderful phenomenon. Medicine does not help in understanding this miracle. Health is not subjected to objectify because its quality is subjective itself. Some solution to the diagnosis of health in adulthood may be included in behavioral health indicators as proposed by J. Rostowski. One of them refers to mental and physical activity. The text lists the phenomena of sport with five new factors of aging prevention strategy “PIWKO”. An attempt was made to indicate health benefits of sports activity during adulthood. On the basis of examples taken from popular recreational sports, it was possible to indicate that adults display limited applicability of D. Kolb’s learning model.

17

Fenomenografia i jej poznawcze konsekwencje w świetle projektu na temat doświadczeń edukacyjnych dorosłych. Refleksja badacza

75%

Jurgiel-Aleksander A.

Rocznik Andragogiczny

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2016

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vol. 23

267-282

EN

The main aim of this article is to reconstruct the basic features of phenomenography as the methodological approach and method of gathering data in educational research. Referring to publications of Ferec Marton, the main creator of this method, the author tries to name basic issues important for researchers who want to undertake phenomenography in their projects. What is more she unveils her experiences connected with her own research on adult learning conducted in the phenomenography perspective. In her opinion, there are very important cognitive consequences of applying this method in projects which create its potential at the same time. The first one is that phenomenography does not divide the world of our experiences into black and white; it feeds the shadows and allows to define the world through the prism of different colours of one phenomenon. The second feature is showing that the distinction of experiences is rooted in the world of culture in which we exist. The third is that thanks to this method a researcher does not only reconstruct social practices but they can show that a society needs these practices and cannot even imagine that their everyday life could be changed.

PL

Głównym celem niniejszego tekstu jest rekonstrukcja głównych założeń fenomoenografii jako metody stosowanej w badaniach edukacyjnych. Odnosząc się publikacji Ferenca Martona – twórcy tej metody – autorka stara się wyróżnić główne kwestie, na które warto zwrócić uwagę badaczy, którzy chcą realizować swoje projekty w tej właśnie perspektywie. Co więcej, odwołując się do własnych doświadczeń badawczych obejmujących problem uczenia się dorosłych, ujawnia refleksje na temat fenomenografii. Zdaniem autorki artykułu istnieje kilka poznawczych konsekwencji stosowania tej metody w projektach, które jednocześnie kształtują jej potencjał. Po pierwsze, w naturze fenomenografii nie jest dzielenie świata naszych doświadczeń na biały i czarny, ale raczej definiowanie jego znaczenia przez pryzmat rożnych odcieni doświadczanego zjawiska. Po drugie, różnica w doświadczaniu świata przez podmioty jest pochodną kultury, w której funkcjonujemy. Po trzecie, fenomenografia nie tylko rekonstruuje praktyki społeczne, ale jednocześnie pokazuje, że istnieje na nie społeczne zapotrzebowanie.

18

Irena Drozdowicz-Jurgielewiczowa (1903–2003)

75%

Antosz A.

Rocznik Andragogiczny

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2006

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vol. R. 2006

109-124

19

Edukacja nieformalna w miejscu pracy – podobne założenia, rozbieżne warunki Badanie dwóch międzynarodowych organizacji ekologicznych działających w czterech krajach

75%

Bron Jr M.

Pedagogika Społeczna

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2016 (R. XV)

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issue 4(62)

53-75

PL

Autor porusza zagadnienia związane z procesem uczenia się w dwóch ekologicznych organizacjach pozarządowych (ENGOs). Przykłady nieformalnej edukacji w miejscu pracy zaczerpnięto z dwóch ENGOs: Greenpeace i WWF. Badanie prowadzono w czterech krajach – Chorwacji, Polsce, Szwecji i we Włoszech. Miało ukazać sposób kształcenia w tych organizacjach; kto określa potrzeby, treści, priorytety i rozwiązania praktyczne; jak pracownicy tych organizacji uzyskiwali wiedzę i umiejętności; jakie były kompetencje zawodowe szkoleniowców; gdzie to kształcenie się odbywało – w ramach organizacji czy poza nią; czy można zauważyć jakieś znaczące różnice w sposobie organizowania nieformalnego kształcenia w tych organizacjach w badanych krajach. Aby znaleźć odpowiedź na te pytania przeprowadzono serię wywiadów z pracownikami obu ENGOs w wytypowanych krajach. Zebrany materiał empiryczny ujawnił, że Greenpeace i WWF „magazynują wiedzę” i potrafią zrobić z tego dobry użytek, jakkolwiek rzadko aktywnie wspierają uczenie się. Najbardziej udane i skuteczne sposoby nieformalnego uczenia się w miejscu pracy są wówczas, gdy zdobyte doświadczenia są przekazywane nowym współpracownikom. W ten sposób ENGOs dokonują konwersji wiedzy ukrytej w wiedzę jawną. Ustalenia doprowadziły autora również do obserwacji, że ludzie działają w różny sposób w różnych krajach, ale uczą się w sposób podobny.

EN

The paper explores learning that occurs in two environmental non-governmental organizations (ENGOs). Examples of non-formal workplace learning were studied in two transnational environmental organisations: Greenpeace and WWF. An investigation was carried out in four countries – Croatia, Italy, Poland and Sweden. I was interested to determine how learning in these two ENGOs was organized; who defined needs, content, priorities and solutions; how people engaged in these organizations gained knowledge and competences; where did training competences come from; where did it took place – within the organization (in-service training) or outside; were there any significant differences in how non-formal learning processes are run within two ENGOs active in four countries? To find answers to these questions I conducted a series of open-ended interviews. Interviewees were staff members of both ENGOs from all four countries. Collected interviews disclosed, that Greenpeace and WWF “store knowledge” and make good use of it, although they do not necessarily actively foster learning. Most successful, and efficient, ways of non-formal workplace learning tend to be when gained experiences are transferred to new co-workers. In this way ENGOs converted their tacit knowledge into explicit one. My findings lead me also to an observation that people act differently in different countries, while they learn in similar ways.

20

Uzasadnienia indywidualnych sukcesów i porażek życiowych w biografii jako pretekst do rozumienia znaczenia uczenia się. Analiza wrażliwa na konteksty

75%

Jurgiel-Aleksander A., Dyrda J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2016

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vol. 17

25-34

PL

Celem niniejszego tekstu jest próba ujawnienia znaczeń, jakie kryją się za uczeniem się dorosłych w kontekście uzasadnień towarzyszących sukcesom i porażkom w życiu. Pytanie o to, czym jest sukces i co znaczy w ich życiu, stało się pretekstem do rozmowy o doświadczeniach życiowych z kilkoma przypadkami 40-latków. W Polsce ta grupa postrzegana jest jako pokolenie czasu stabilizacji ze względu na to, że nie doświadczyła ona bezpośrednio wojny, komunistycznej opresji ani stanu wojennego. To pokolenie swoją edukacyjną karierę kształtowało przed transformacją 1989 roku, a w swoją dorosłość wchodziło po zmianach ekonomicznych. Opowieści badanych stały się w niniejszym pro-jekcie przedmiotem analiz, które w rezultacie doprowadziły do rekonstrukcji koncepcji uczenia się. Są to: uczenie się jako proces dążenia do ekonomicznej niezależności (1), uczenie się jako organizowanie miejsca pracy sobie i innym (2), uczenie się jako rezultat oceny własnych kompetencji przez innych (3). W trakcie wywiadu okazało się, że język opisu w narracjach badanych ma ekonomiczny status bez względu na to czy mówili oni o swoim zawodowym życiu czy o osobistym. Przedstawione w niniejszym tekście analizy mają wyłącznie charakter jakościowego studium przypadku.

EN

The main aim of this text is the attempt to demonstrate what kind of learning meanings are created when adult people justify success and failure in their lives. The question – what success means has inspired the individual narration about life experiences of the 40 plus generation. In Poland this age group is perceived as the stabilization generation, because of the fact that people at this age did not have to experience a war, communist oppression or martial law. They were educated before the year of political transformation in Poland in 1989 and their adulthood occurred after economic changes. As a result, the narrations’ analyses led to identifying the concepts of learning. They were: learning as the process of pursuit of economic independence (1), learning as creating job opportunities (2), learning as the result of assessment of one’s own competence by others (3). During the conversation (while being interviewed) it turned out that the language of narration was economic regardless of whether they were talking about their vocational or personal life. The analyses that followed should be only treated as a qualitative case study.

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