The monograph presents a review of selected aspects of non-formal education and learning, and is written by António Fragoso, Petra Javrh, Polona Kelava, Taja Kramberger, Nives Ličen, Marko Radovan, Drago B. Rotar, Klara Skubic Ermenc, Tadej Vidmar, Igor Ž. Žagar, Tihomir Žiljak and Sabina Žnidaršič Žagar. These authors are all anthropologists, sociologists, philosophers, political scientists, education scientists and historians of education. As such, the subject covered is a broad one and reaches into fields that at first glance appear to be very distant from each other. It is precisely this diversity of approaches that offers the best promise of new findings regarding non-formal learning, education and knowledge and that represents a fruitful basis for further reflection on these topics.
COBISS.SI-ID: 55189346
Monograph addresses non-formal learning and deals with importance of non-formally acquired knowledge from the antiquity to the 16th century, with the questions of the emancipatory potential of non-formal education, with the connection of non-formal learning and dialogue, with the informal acquisition of knowledge in different discourses, with the role of formally and non-formally acquired knowledge in the anti-intellectual procedures, with teachers in non-formal learning, and with recognition of non-formal and informal learning in vocational education and training and adult education from three perspectives. In every area the basic concepts and the field of research are explained, but also new questions for further research are opened.
COBISS.SI-ID: 267921152
Modern concept of lifelong learning has two components, namely increasing of employability, which means professional development and active citizenship. The problem is lack of development of personality. Both functions of modern theory of lifelong learning were already known in the history and therefore the concept in the broadest sense is not the idea of contemporaneity. Already in the ancient Greece and Rome, the meaning of education and learning after concluded course of formal schooling was emphasized. Even in the Middle Ages both primary components of lifelong learning were frequently mentioned and demanded. J. A. Comenius was the first one, who directly founded the need for learning during entire life and who also made a kind of concept of such education or learning.
COBISS.SI-ID: 55211362
Through a series of concrete analyses of past and present social events, texts, translations and other situations a book seeks to present to the reading audience how people can effectively use mental tools, concepts and theoretical systems and instruments from social sciences by themselves. In the Slovenian social space intellectual knowledge is not translated into social practice in a way that would enable people better comprehension of the social reality or at least that would help them understand how to cope with situations in which they find themselves in their lives. This fact, or better this handicap disables people to position themselves in relation to the social reality or in relation to their own engagements. It thwarts them in defining their standpoint (as opposed to adapting to the circulated opinions). It also obstructs them to undertake appropriate civic reactions to the reality. If there are no dynamic discussions, controversies and polemics in »the present of a society«, which would make certain mental operations present and tangible, which would legitimize them, democratize them and inscribe them into an existing network of meanings, the texts in a society only have a limited function and operation. However, the public sphere, the open space and with it the actual »present of a society«, in such a way cannot have a coherent existence.
COBISS.SI-ID: 259643648
Recognition of nonformal and informal learning is one of the priorities of the educational systems in the European Union. As is evident from the literature review and research results, a great deal has been done in the legislative field, but educational institutions need more guidance on procedures for evaluating nonformal and informal learning. The paper also presents the results of the »Lifelong Learning 2010 (LLL2010)« project, dealing with the issues related to this topic.
COBISS.SI-ID: 45352802