Lifelong learning – społeczno-kulturowe (re)konstrukcje

Main Article Content

Zbyszko Melosik

Abstrakt

The article includes considerations on different version of lifelong learning in contemporary culture. Four approaches are analysed. The first one is classical, connected mostly with adult education,. In the second, lifelong learning is incorporated in neoliberal vision of man and society and is treated as a way of permanent change of one’s knowledge and skills to be competitive in a job market. Third approach relates to the role of popular culture in shaping man’s identity by developing ability to accept and quickly forget enormous numer of stimulus from mass media and consumption area. The core of last approach includes the conviction that just man’s passions are the best and deepest drive for permanent personal growth.

Downloads

Download data is not yet available.

Article Details

Jak cytować
Melosik, Z. (2018). Lifelong learning – społeczno-kulturowe (re)konstrukcje. Studia Edukacyjne, (49), 67-75. https://doi.org/10.14746/se.2018.49.5
Dział
Studia i rozprawy
Biogram autora

Zbyszko Melosik, Uniwersytet im. Adama Mickiewicza w Poznaniu

Zbyszko Melosik, prof. zw. dr hab., Wydział Studiów Edukacyjnych, Uniwersytet im. Adama Mickiewicza w Poznaniu

Bibliografia

  1. Anderson M., The human capital strategy, Ephemera. Theory and Politics in Organization, 2009, 9, 4.
  2. Baudrillard J., Pakt jasności. O inteligencji zła, Kraków 2005.
  3. Bauman Z., Ponowoczesność jako źródło cierpień, Warszawa 2000.
  4. Dowbiggin I.R., High Anxieties: The Social Construction of Anxiety Disorders, Canadian Journal of Psychiatry, 2009, 54, 7.
  5. Duckworth V., Tummons J., Contemporary Issues in Lifelong Learning, New York 2010.
  6. Elliott A., Katagiri M., Sawai A., Japan: Theoretical Avenues and the Japanese New Individualist Path, Journal for the Theory of Social Behaviour, 2012, 42, 4.
  7. Fairclough M., Supporting Learners in the Lifelong Learning Sector, New York 2008.
  8. Gromkowska-Melosik A., Edukacja i (nie)równość społeczna kobiet. Studium z dynamiki dostępu, Kraków 2011.
  9. Halonen S.M., Lomas T., A passionate way of being: A qualitative study revealing the passion spiral, International Journal of Psychological Research, 2014, 7, 2.
  10. Hassan R., The Knowledge Deficit, Liquid Words as Neo-liberal Technologies, International Journal of Media and Cultural Politics, 2012, 8, 2/3.
  11. Hodgson A., An International and historical context for recent policy approaches to lifelong learning in UK, [w:] Policies, Politics and the Future of Lifelong Learning, red. A. Hodgson, London 2000
  12. http://www.lifelonglearning.co.uk/
  13. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/727776/Foresight-future-of-skills-lifelong-learning_V8.pdf
  14. Jarvis P., Adult Education and Lifelong Learning. Theory and Practice, Abingdon 2010.
  15. Klichowski M., Między linearnością a klikaniem. O społecznych konstrukcjach podejść do uczenia się, Kraków 2012.
  16. Melosik Z., Uniwersytet i społeczeństwo. Dyskursy wolności, wiedzy i władzy, Kraków 2009.
  17. Melosik Z., Kultura popularna i tożsamość młodzieży. W niewoli władzy i wolności, Kraków 2013.
  18. Nagra M., Human Capital Strategy: Talent Management, The Army Department Medical Journal, October-December 2011.
  19. Ogawa A., Lifelong Learning in Neoliberal Japan: Risk, Community, and Knowledge, New York 2015.
  20. Ogden A.C., A brief overview of life leraning in Japan, The Language Teacher, November/Dezember 2010, s. 110; adres internetowy: https://jalt-publications.org/files/pdf-article/art1.pdf
  21. Ryan R.M., Deci E.L., Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, American Psychologist, January 2000, 55, 1.
  22. Scollay M., A Vision for the Future of Australian Education and Training, [w:] Lifelong Learning. Making it work, red. T. Brown, Jamison 2000.
  23. Whybrow P.C., American Mania, Poznań 2006.