Odnosi med odraslimi brati in sestrami kot polje naključnega in priložnostnega učenja

The author presents learning in private relationships between adult siblings. A concept of a family as microculture is presented, which is a source for giving explanation for random and opportunist learning. The author has used a biographic method of research. Using thematic life stories, which she has familiarized herself with through thematicalbiographical interviews is a basis to establish which events have served for learning in relationships between siblings.Avtorica v prispevku prikazuje učenje v zasebnih odnosih med odraslimi brati in sestrami. Predstavi koncept družine kot mikro kulture, iz katerega izhaja pri pojasnjevanju naključnega in priložnostnega učenja. Za raziskovanje je avtorica uporabila biografsko metoda. S pomočjo tematskih življenjskih zgodb, ki jih je spoznavala s pomočjo tematskih biografskih intervjujev, ugotavlja, ob katerih dogodkih se odrasli učijo v odnosu med brati in sestrami

Družinske prakse v poznejših letih kot izziv za učenje in raziskovanje

The article presents the results of a qualitative study. The goal of this research study was to find out how and what couples learn while they experience the transition to parenthood and also whether, and how, the changing that occurs is connected with transformative learning. Transformative Learning Theory explains learning by making meaning of that life experience. The research included 12 couples expecting the first child. Biographical Method was used as the research method. The study showed that the transition from a childless relationship to parenthood is accompanied by transformative learning in various spheres of life. The most explicit was the transformative learning in the spheres of the relationship with the family of origin, in the formation of identity and in division of housework. The article also mentions the emotional dimension of learning, meaning-making, and presents other results of the research.Prispevek prikazuje rezultate kvalitativne raziskave, katere namen je bil proučiti, kako in kaj se partnerja učita ob izkušnji prehoda v starševstvo in kako je s spremembami ob tej izkušnji povezano transformativno učenje. Teorija transformativnega učenja razlaga, kako se odrasli učijo ob spreminjanju pomenov lastnim izkušnjam. V raziskavi je sodelovalo 12 parov. Uporabljena je bila biografska metoda. Rezultati kažejo, da v partnerskem odnosu na prehodu v starševstvo poteka transformativno učenje na različnih področjih v povezavi s spremembami, ki se zgodijo ob rojstvu prvega otroka. Avtorica izpostavi transformativno učenje v povezavi z odnosi z izvorno družino, oblikovanjem starševske identitete in porazdelitvijo gospodinjskega dela. Rezultati kažejo povezave med čustveno dimenzijo doživljanja in učenjem ter učenjem in oblikovanjem novih pomenov na življenjski prelomnici

Javrh, P. (ur.) - Obrazi pismenosti (Ljubljana, Andragoški center Slovenije, 2011)

Decembra 2011 je izšla zanimiva monografija Obrazi pismenosti, ki prinaša razprave 12 avtorjev in avtoric (Estera Možina, Sabina Jelenc Krašovec, Meta Grosman, Mieke van Groenestijn, Olga Drofenik, Mirjana Ule, Natalija Vrečer, Marko Radovan, Manuel Kuran, Milko Poštrak, Natalija Žalec, Petra Javrh) o povezavah med sociokulturnimi praksami pisanja in branja ter učenjem in izobraževanjem

Teoretski koncepti o čustvih

V besedilu avtorica prikazuje razvoj teoretskih konceptov o custvih, ki so pomembni za vzgojo in izobrazevanje. Ugotavlja, da so se teorije dopolnjevale in razvijale. Podrobneje prikaze Galatijevo triadno taksonomijo, ki je sestavljena iz evolucionisticno-funkcionalisticnih teorij o custvih, kognitivisticnih teorij in iz skupine komunikacijsko sociokonstruktivisticnih teorij. Tri skupine teoretskih pogledov poudarijo proces adaptacije, komunikacije in kognicije v povezavi z emocijami. Omenjena tri podrocja so pomembna za vzgojo in izobrazevanje, saj teoretski konstrukti lahko služijo za razumevanje custev, za sporazumevanje o čustvih in za oblikovanje modelov, s katerimi custva vzgajamo

Druga Andragoška poletna šola

The history of the four villages we visited together with the students of adult education proves that in the past there existed societies whose explicit aim was - among others - to educate its members. Such societies did not only support culture and language, which, however, was of great importance in Primorska, but aimed also at solving the problems of the village. Some research work has been done in the villages as to the educa­ tional needs of individual places. The results show that each village has it specific needs, therefore inhabitants also should participate in defining the educational programmes. People living in these villages need to acquire knowledge in order to raise the quality of life and to solve certain pro­ blems. Talking to local people we got to know shared interests and needs for raising the level of consciousness as to the preservation of natural and cultural heritage, a better command of communication skills, skills for home management, need for keeping company with other villagers and for establishing closer connections with them. Articulating the needs is a process, taking part within the project of Summer School in Adult Education.Obseg tega, kar človeštvo zmore, je čedalje večji. Vprašati se moramo o tem, koliko posameznik v množici novosti z različnih področij, ki posegajo v njegovo življenje, zmore, zna, obvlada. Odnosi med ljudmi postajajo bolj vodoravni, navpičnice hie­ rarhij se sesedajo. Infonnacije so dostopne le, če jih zna posame­ znik izrabiti. Po znanje ni treba hoditi daleč, znanje pride na dom. Prinašajo ga zgoščenke, ljudje in znanje se srečujejo na med­ mrežju. Toda, ali lahko to posameznik uporablja