scholarly journals Lifelong learning – społeczno-kulturowe (re)konstrukcje

2018 ◽  
pp. 67-75
Author(s):  
Zbyszko Melosik
Keyword(s):  
Popular Culture ◽  
Adult Education ◽  
Mass Media ◽  
Lifelong Learning ◽  
Personal Growth ◽  
Contemporary Culture ◽  
Job Market ◽  
Knowledge And Skills ◽  
The Core

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.

scholarly journals Learning in Later Life: The Perspective of Successful Ageing

2015 ◽  
Vol 12 (1) ◽  
pp. 11-23
Author(s):  
Salomėja Šatienė
Keyword(s):  
Adult Education ◽  
Cognitive Function ◽  
Older Adult ◽  
Personal Growth ◽  
Positive Impact ◽  
Later Life ◽  
Psychological Resources ◽  
Successful Ageing ◽  
Older Adult Education

Abstract The integrated approach to the development of educational theory of later life learning should be informed by comprehensive knowledge of ageing as a social construct. Establishment of the role of later life learning in the context of successful ageing paradigm encompasses both sociological and educational perspectives taking into consideration the complexity of older people’s engagement in society and participation in education with regard to social use for the learning outcomes and personal growth. In the context of successful ageing, it should provide the answers to the questions related to the meaning and role of learning in later life. The present research aims to explore the role of learning in the construct of successful ageing and to analyze the characteristic features of non-formal later life learning in Lithuania in the perspective of successful ageing based on the review some recent literature on psychological and social aspects of successful ageing and older adult education and research in the fields of educational and psychosocial gerontology. It pursues answers to the questions as to “How can learning in later life contribute to successful ageing? What are the implications for the role of learning in the models of successful ageing? How is the role of third-age learning conceptualized in the perspective of successful ageing?” The answers to these questions provide better insight into the conceptual background of older adult education and suggests prospective research on the issue of the role of learning in older age. The multidimensional nature of the concept of successful ageing revealed by the literature review suggests that the role of learning in the construct of successful ageing is analyzable in relationship with health, psychological and social domains. The role of learning in later life is manifested through its impact on maintenance of cognitive function, psychological resources and social functioning. The positive impact of learning in later life on mental health through maintenance of cognitive function and the utilization of psychological resources through stimulation of personal growth and self-efficacy of older adult learners has been supported by findings of many recent studies. Education has been identified as one of the predictors of active engagement with life as an essential component of successful ageing.

Archaeology and the Public Image

1960 ◽  
Vol 25 (3) ◽  
pp. 402-403 ◽  
Author(s):  
Robert Ascher
Keyword(s):  
Mass Media ◽  
Mass Communication ◽  
Public Image ◽  
Technical Knowledge ◽  
Life Magazine ◽  
Knowledge And Skills ◽  
The Public

AbstractThe archaeological content of ten years of Life magazine is analyzed in an attempt to identify what may go into formulating the public's images of the archaeologist and his goals. The four themes which appear in the 34 Life articles are: chance nature of archaeological discovery, role of the archaeologist as an expert, emphasis on technical knowledge and skills, and heavy use of superlatives. Analysis of other mass media, including fiction and cartoons, might lead to the identification of other themes. The image of archaeology presented by mass communication is considered important in a science so dependent upon public cooperation.

Od kultury popularnej do geopolityki popularnej

1970 ◽  
Vol 22 (297) ◽  
pp. 53-66
Author(s):  
Jarosław Macała
Keyword(s):  
Popular Culture ◽  
Mass Media ◽  
Research Methods ◽  
Research Area ◽  
Stages Of Development ◽  
Starting Point ◽  
The World ◽  
Cultural Order ◽  
Popular Geopolitics

A large portion of geopolitical research of the last decades, especially geopolitical criticism, undertakes the concept of the importance of culture, value and identity in explaining the relation between the space and politics, which was an aspect underappreciated by classical and neoclassical geopolitics. It might be assumed that the currently growing role of popculture and mass-media in our lives lead to the establishment of a kind of a “cultural order”, a particular filter that decides on the perception of the world and, consequently, geopolitics. This article relates to this issue as it deals with the meaning of popular culture in contemporary geopolitical research, mostly accentuated by popular geopolitics. This review briefly analyses what popular geopolitics is, how to sketch its research area, stages of development, applied definitions and research methods. The starting point is the assumption that the hegemonic structure of geographical/geopolitical thinking that the elites are trying to impose on the society by using popcultural artifacts may, in fact, be reconstructed thanks to popular geopolitics studies. It shows the scale and reach of resistance towards such imaginations as displayed by the non-elites, who also reach for symbols, texts and images from popular culture. Such circumstances allow to observe either legitimizing or debunking a particular view of the world and geopolitics.

The Flapper and the Joven Moderna

2020 ◽  
pp. 33-52
Author(s):  
Cecilia Tossounian
Keyword(s):  
Popular Culture ◽  
National Identity ◽  
Mass Media ◽  
Upper Class ◽  
Female Role ◽  
Consumer Capitalism ◽  
The Public ◽  
Media Construction ◽  
Traditional Female Role

Chapter 2 studies how the flapper, the archetypical modern girl, was construed by popular culture in the 1920s and 1930s. Mass media was engaged in a debate about the defining traits of the American flapper and her Argentine counterpart. While the flapper inhabited a distant land, the joven moderna combined popular fashions and mannerisms both foreign and domestic. Portrayed as an upper-class character, she went beyond the traditional female role of the devoted daughter. An oversimplified media construction, the Argentine flapper alerted the public of the dangerous effects of international consumer capitalism and Americanization on gender and national identity.

It's the Speciesism, Stupid!

2018 ◽  
pp. 92-103 ◽  
Author(s):  
Paula Brügger
Keyword(s):  
Mass Media ◽  
Natural Resources ◽  
Environmental Impacts ◽  
Paradigm Shift ◽  
The Core ◽  
Nonhuman Animals ◽  
The Future ◽  
Livestock Raising ◽  
The Mass Media

In a time of intense instrumentalization of life, nature becomes a mere factory from which natural resources are withdrawn. This system is causing immense social, ethical and environmental impacts, and livestock raising is at the core of these problems. The concept of speciesism – a prejudice concerning nonhuman animals, analogous to racism and sexism – is paramount in this realm. This chapter analyses the role of the mass media in perpetuating speciesist values and the urgent need for a paradigm shift. A genuine concern about the future of the planet and nonhuman animals involves questioning our speciesism and our narrow instrumental and economic paradigms.

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2017 ◽  
Vol 8 (4) ◽  
pp. 38-51
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Lessons Learned ◽  
Practical Application ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

scholarly journals The Role of Professional Knowledge and Skills of Preschool Teachers in Building and Developing Partnerships with Parents / Uloga profesionalnih znanja i vještina odgojitelja u izgradnji i razvijanju partnerstva s roditeljima

2021 ◽  
Vol 22 ◽  
Author(s):  
Ivana Mavračić Miković ◽  
Daria Tot
Keyword(s):  
Lifelong Learning ◽  
Preschool Teachers ◽  
Preschool Teacher ◽  
Collaborative Relationship ◽  
Mutual Cooperation ◽  
Knowledge And Skills ◽  
Perceptions And Attitudes ◽  
The Difference ◽  
The City

Partnership is considered one among the most important factors in educationalwork. For its formation and improvements, appropriate competences are expected. Inthis research we seek to highlight the need to strengthen the professional knowledgeand skills of preschool teachers for building and developing partnerships with parentsseen as a higher form of collaboration. Therefore, the aim of this research was toexamine the perceptions and attitudes of parents and preschool teachers abouttheir mutual cooperation and partnership. The sample consists of 203 parentsand preschool teachers working in kindergartens in the City of Zagreb and ZagrebCounty. Hypotheses were set with regards to recognition or knowledge of cooperationand partnership concepts, the assessment of the role of preschool teachers as partnersby parents and preschool teachers in mutual cooperation and partnership, andthe assessment of the importance of cooperation through the participants’ ownresponsibility. Once the data was analysed, the obtained results showed that bothgroups of respondents did not consider the role of preschool teacher as partner asone that was the most important. Also, the results of the research have shown thatparents, but also preschool teachers, do not understand the difference between theconcepts cooperation and partnership. Although both parties have agreed on theimportance of a partnership or the collaborative relationship, there is also a smallnumber of participants who consider such a relationship irrelevant or less important.Keywords: cooperation; lifelong learning; parents; partnership; preschool teachers.-Partnerski odnos smatra se jednim od najvažnijih čimbenika odgojno-obrazovnogarada za čiju se izgradnju i unaprjeđenje očekuju odgovarajuće kompetencije. Uovom istraživanju želi se ukazati na potrebu osnaživanja profesionalnih znanjai vještina odgojitelja za izgradnju i razvijanje partnerstva s roditeljima kao višegoblika suradnje. Stoga je cilj istraživanja bio ispitati percepcije i stavove roditelja iodgojitelja o njihovoj međusobnoj suradnji i partnerskom odnosu. Uzorak čini 203roditelja i odgojitelja koji rade u vrtićima na području grada Zagreba i Zagrebačkežupanije. Postavljene su hipoteze koje se odnose na (pre)poznavanje pojmovasuradnje i partnerstva, procjenu uloge odgojitelja kao partnera od strane roditeljai odgojitelja u međusobnoj suradnji i partnerstvu te procjenu važnosti suradnjekroz vlastitu odgovornost sudionika. Rezultati dobiveni nakon analize podatakapokazuju da obje skupine ispitanika nisu ulogu odgojitelja kao partnera procijenilenajvažnijom. Također, rezultati istraživanja pokazuju da roditelji, ali i odgojitelji,ne shvaćaju razliku između pojmova suradnje i partnerstva. Iako su se obje stranesložile o važnosti partnerskoga/suradničkoga odnosa, postoji i manji broj onih kojismatraju takav odnos nevažnim ili manje važnim.Ključne riječi: odgojitelji; partnerstvo; roditelji; suradnja; trajno učenje.

scholarly journals Jointly Building an Evaluation Culture: A Workshop Methodology for a European Project in the Field of Adult Education

2015 ◽  
Vol 4 ◽  
pp. 13
Author(s):  
Elisabetta Biffi ◽  
George Kritsotakis
Keyword(s):  
Adult Education ◽  
Collaborative Approach ◽  
European Level ◽  
Cooperative Research ◽  
The Core ◽  
European Project ◽  
European Culture ◽  
Academic Researchers

<p class="IATED-Affiliation">This paper presents a reflection on the role of cooperative research in addressing the topic of evaluation within the field of adult education. To this end, the authors outline a specific cooperation initiative that involved academics and practitioners from the field of adult education in different European countries.The project presented here is based on the hypothesis that in order to enhance evaluation at the European level, it is necessary to build a European culture of evaluation, which may be developed by creating a concrete space for collaboration among practitioners and researchers from a range of European adult education contexts.</p><p class="IATED-Affiliation">Specifically, the project wasdesigned to promote an exchange of experiences, expertise and practices among academic researchers and “practitioners” (Schön, 1983)involved in the evaluation of adult education. A key role was played by a Mobility Workshop: viewed as the core of the collaborative approach proposed, the Workshop provided a concrete opportunity for collaboration amongevaluators and researchers from different countries within Europe.</p><p class="IATED-Affiliation"> </p>

Pašvirzīta mācīšanās profesionālās kompetences pilnveidei

2020 ◽  
pp. 69-79
Author(s):  
Inese Ozola
Keyword(s):  
Labour Market ◽  
Lifelong Learning ◽  
Personal Growth ◽  
Professional Competence ◽  
Educational Institutions ◽  
Work Situation ◽  
Knowledge And Skills ◽  
Main Indicator ◽  
Learning Policies ◽  
Post Industrial

In the process of globalisation and integration, human knowledge and skills become outdated or insufficient very quickly. One needs to constantly improve them, as well as acquire new knowledge and skills to be able to fit in with the society and be competitive in the labour market. Lifelong learning is topical both for science and in the practice. In its context, a number of objectives are pursued, which are relevant to all citizens, depending on their age, place of residence, and social status. The objectives meet the interests and abilities of each individual, as well as the needs of economic development. Lifelong learning policies are related to personal fulfilment and determination which provide sustainable competences for work and personal growth. Lifelong learning is an adult education where the students themselves play a major role. In today’s post-industrial era, the responsibility for competitiveness in the labour market is increasing. In the labour market, the main indicator for person’s assessment is professional competence. Professional competence is not just the knowledge; it is skills and responsibility in a particular work situation. This particular work situation can be experienced in practical life, i.e. applying pragmatic approach to learning, however, not all educational institutions can provide it, and not every company is interested in investing in common vocational training. As a result, professionalism is one’s own responsibility, and self-directed informal learning is one of the simplest and most inexpensive ways of how to achieve it.

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