scholarly journals The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

2020 ◽  
Author(s):  
Cecilia Bjursell
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Intergenerational Relationships ◽  
Learning Processes ◽  
Reflective Learning ◽  
Worth Living ◽  
Adult Educator ◽  
Recent Introduction ◽  
New Knowledge ◽  
The World

Abstract The COVID-19 pandemic has caused a number of fundamental changes in different societies, and can therefore be understood as creating “disjuncture” in our lives. Disjuncture is a concept proposed by adult educator Peter Jarvis to describe the phenomenon of what happens when an individual is confronted with an experience that conflicts with her/his previous understanding of the world. Faced with a situation that creates disjuncture, the person is compelled to find new knowledge and new ways of doing things; i.e., he/she must embark on a learning process. The recent introduction of social distancing as a measure aiming to reduce transmission of the COVID-19 virus has dramatically changed people’s behaviour, but this measure does not only have preventive and desirable effects. There is an associated risk for increased isolation among the older generations of the population, as well as a change in intergenerational relationships. Although the current pandemic (as disjuncture) may potentially initiate major learning processes in the human collective, we should remember that disjuncture is often theorised within neutral, or even positive, contexts. In a context of fear, however, learning may result in a narrowing of mindsets and a rejection of collective efforts and solidarity between generations. In terms of the types of learning triggered by the current pandemic (as disjuncture), one problem is non-reflective learning, which primarily occurs on a behavioural level. We need to recognise this and engage in reflective learning if we are to make the choices that will lead to a society that is worth living in for all generations. Our goal must be to learn to be a person in a post-pandemic society.

Nation Building through Andragogy and Lifelong Learning

2013 ◽  
pp. 480-506
Author(s):  
John A. Henschke
Keyword(s):  
South Africa ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Nation Building ◽  
International Experience ◽  
Learning Processes ◽  
Cutting Edge ◽  
Adult Educator ◽  
Unique Approach ◽  
Do So

This chapter addresses the author’s international experience of and involvement in the very essence of exemplifying my conception of the following in various countries around the globe – nation building through andragogy and lifelong learning: on the cutting edge educationally, economically, and governmentally. Although I have been privileged to engage adult learners in research and learning experiences in a dozen countries through andragogical and lifelong learning processes, the chapter presents only a sketch of the author’s personally unique approach of work and learning in what he calls nation building with people in five countries: Brazil, South Africa, Mali, Thailand, and Austria. The purpose is to clearly articulate some of the who, what, when, where, why, and how of the most successful facilitation activities of helping adults learn in such a way that any adult educator, who may be disposed and committed to do so, could learn these processes and replicate them with others.

A SELECTION OF METHODS AND TECHNIQUES PROFESSIONAL TEACHERS CAN APPLY TO THEIR OWN LIFELONG LEARNING

2018 ◽  
Vol 5 ◽  
pp. 122-136
Author(s):  
Ilga Kusnere
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personal Growth ◽  
Education Programme ◽  
Research And Innovation ◽  
Innovative Methods ◽  
New Knowledge ◽  
Methods And Techniques ◽  
Competency Based ◽  
Selection Of

A selection of methods and techniques professional teachers can apply to their own lifelong learning.Education is the key to converting knowledge and experience into practical actions, their analysis and application. It plays a key role in the synthesis of new knowledge into research and innovation. Such thoughts on education were expressed in the resolution of the sixth World Education Congress in 2011. Today, when world education forums are widely discussing how schools can better organise the learning process, when ambitious long-term reforms are being implemented in the Latvian education system—the transition to competency-based educational content and teaching methods—it is essential to assess current situation and to bring innovative methods and techniques to our teachers' own learning process. The new knowledge and experience teachers gain through lifelong learning, through their experience and the understanding of how to share it, can be presented and guided by such methods and techniques that enrich a teacher's emotional and intellectual function. My own research has confirmed my belief that for a teacher to be confident and capable enough to help her students discover the joy of learning and gain new knowledge through the process of education, that teacher must herself have the experience of active learning, insight, and personal growth through the learning process.The author has selected a number of methods and techniques for lifelong learning based on the methods and techniques developed by a number of education researchers (Kolb, 1984; Koķe, 1999; Stueck, 2010; Vedins, 2011; Ščurkova, 2016; Robinson, 2013; Amonašvili, 2017), and on her own experience of leading and developing a professional lifelong education programme for teachers. The model of teacher learning presented here has been used in practice since 2012 and has been well-received. Teachers can develop themselves mentally, emotionally and spiritually through the learning process and in doing so increase their professional value.Objective for the Study. To create a model for teaching professional teachers in the context of their own lifelong learning, to assemble a selection of methods and techniques for professional teachers’ lifelong learning, including several designed by the author, and to assess them.

scholarly journals ONLINE IDENTITY IN A PANDEMIC – FROM INNOVATION PRACTICE TO COMPETITVE ADVANTAGE THROUGH THE LEARNING PROCESS

2020 ◽  
Author(s):  
Michaela Mihaylova ◽  
Keyword(s):  
Competitive Advantage ◽  
Learning Process ◽  
Learning Processes ◽  
General Knowledge ◽  
Online Identity ◽  
New Knowledge ◽  
Different Types ◽  
Marketing Activities ◽  
Positive Transformation ◽  
Marketing Actions

The current chapter presents the transformation of perception about the online identity of a business in the context of the COVID-19 pandemic. Online identity and related marketing activities, perceived until only recently as innovative actions, today are a prerequisite for a competitive advantage. The chapter comments on the general knowledge and understanding of this topic, the different types of innovations, the elements of online identity and the marketing actions related to them. The competitive advantage and the evolved view of its nature are outlined as a positive transformation – a creation of new knowledge as a result of the learning processes application.

scholarly journals Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

2012 ◽  
pp. 74-92 ◽  
Author(s):  
Satoko Kato
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Reflective Learning ◽  
Reflective Dialogue ◽  
Potential Benefits ◽  
Reflective Approach

This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors’ (advisors’) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.

Social Entrepreneurship: Learning Through Community Service

2011 ◽  
pp. 388-401
Author(s):  
Richard Morfopoulos ◽  
Catherine Tyrie
Keyword(s):  
College Students ◽  
Corporate Social Responsibility ◽  
Lifelong Learning ◽  
Community Service ◽  
Learning Process ◽  
Social Entrepreneurship ◽  
Life Stages ◽  
Mature Adults ◽  
The World ◽  
Corporate Social

This chapter examines social entrepreneurship as a lifelong learning opportunity. It considers how people engage in, and learn from, social entrepreneurship as children, college students, mature adults, and seniors. Social entrepreneurship can start as early as childhood. The chapter examines how the field of social entrepreneurship developed and it’s link to corporate social responsibility. Social entrepreneurship is described as a learning process. Programs and methods for learning and supporting social entrepreneurship are described for people at different life stages. The chapter demonstrates that engagement in social entrepreneurship activities in one’s community or with one’s corporate colleagues can be a key to lifelong satisfaction and learning while repairing the world, locally or globally.

Nation Building through Andragogy and Lifelong Learning

2014 ◽  
pp. 1150-1175
Author(s):  
John A. Henschke
Keyword(s):  
South Africa ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Nation Building ◽  
International Experience ◽  
Learning Processes ◽  
Cutting Edge ◽  
Adult Educator ◽  
Unique Approach ◽  
Do So

This chapter addresses the author's international experience of and involvement in the very essence of exemplifying my conception of the following in various countries around the globe – nation building through andragogy and lifelong learning: on the cutting edge educationally, economically, and governmentally. Although I have been privileged to engage adult learners in research and learning experiences in a dozen countries through andragogical and lifelong learning processes, the chapter presents only a sketch of the author's personally unique approach of work and learning in what he calls nation building with people in five countries: Brazil, South Africa, Mali, Thailand, and Austria. The purpose is to clearly articulate some of the who, what, when, where, why, and how of the most successful facilitation activities of helping adults learn in such a way that any adult educator, who may be disposed and committed to do so, could learn these processes and replicate them with others.

scholarly journals Teaching Chinese Language through Immortal Songs Comparing to Vietnamse Language

2019 ◽  
Vol 8 (1) ◽  
pp. 29-32
Author(s):  
Huynh Tan Hoi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Education Quality ◽  
Foreign Languages ◽  
Ho Chi Minh City ◽  
New Knowledge ◽  
The World ◽  
Teaching Chinese

Foreign languages in general and Chinese in particular has an important role in the context which the world has been developing continuously. Understanding and using this language eloquently will make learners have more chances to exchange culture, absorb new knowledge as well as present thoughts and views in a comfortable way. This paper mentions the reality of teaching and learning Chinese and the ways to upgrade the education quality through training practicing immortal songs as well as comparing to Vietnamese language. The article was completed with the assistance of 30 learners who are studying Chinese at some foreign language centers in Ho Chi Minh City during July of 2018 and it showed that learning process will be much more interesting and easier when listening to music.     

scholarly journals Konsep Dasar Administrasi Pendidikan

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Education Administration ◽  
Educational Policies ◽  
Educational Goals ◽  
Human Welfare ◽  
Self Development ◽  
New Knowledge ◽  
The World ◽  
Basic Concepts

Education is a learning process that is arranged systematically in order to develop all the potential possessed by individuals including skills, interests, talents, expertise, attitudes so that they can have spiritual, strength, intelligence, personality and self-development in making useful people. This article aims to explain how the basic concepts, processes, and scope of education administration can take place properly. This article was prepared using the systematice literature review (SLR) method. By gathering material from various sources such as books, journals, articles and other sources. So that later writers can deduce new knowledge from the results of the analysis of research materials. and can be used in the world of education in accordance with educational policies that have been set for more efficient and effective education. In the world of education, if there is no education administration, the learning process in schools will not run well. Which is the educational administration process that includes planning, organizing, activating and controlling. By encompassing a variety of spheres of interconnectedness in order to achieve educational goals, namely human welfare.

scholarly journals HOW IS LANGUAGE LEARNING AND APPRECIATION OF INDONESIAN LITERATURE USING CREATIVE AND INNOVATIVE MODELS?

2019 ◽  
Author(s):  
Nia Oktaviani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Learning Models ◽  
The World ◽  
High Knowledge ◽  
Innovative Learning

In the world of education teachers must create creative and innovative learning models,so that students are enthusiastic in the learning process. Creative and innovative learning willproduce a generation that is intelligent, insightful and has high knowledge. At this time a varietyof models and innovations are used by teachers in learning Indonesian. In learning Indonesian asa teacher facing problems and learning processes, especially in the cognitive aspects, namely thelack of understanding of teachers in teaching (Sukma, 2019). One of the subjects that is currentlyreceiving much attention is Indonesian. Indonesian subjects who are serious about succeeding inbecoming the national exam so that schools give more priority to Indonesian subjects. For thisreason, teachers must use attractive learning models in learning Indonesian. In addition, the useof various learning models can increase students' understanding in learning, (Sukma, 2018).

scholarly journals Learning motivation and student achievement : description analysis and relationships both

2017 ◽  
Vol 2 (1) ◽  
pp. 42 ◽  
Author(s):  
Ari Riswanto ◽  
Sri Aryani
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Learning Processes ◽  
Learning Motivation ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Men Students ◽  
Simple Correlation ◽  
The World

Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students) who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

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