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Intergenerationallearningincontemporaryeducation…
oncestartedisirreversible.Nowadays,wecanseethesignsoftheendof
thesupremacyofteachingoverlearning,becauseoftheloweńectivenessof
teachingcomparedtothehighpotentialoflearning.Incontemporaryconsid-
erationsabouteducation,emphasisisplacedonthefactthatpeopleshould
learnfromeachsituationthatoccursintheirlife,anddrawconclusionsfrom
itforapplicationinthefuture.Thisisbecause[humanlife–development–
learning’formsadistinctiveontological-anthropologicaltriaddetermining
humanity.Learningisthereforemoreimportanttobecoming,ratherthanbeing
ahuman.Theworthofapersonisthusdefnedbytheirlearning.Topara-
phrasethefamousquote,youcouldsay[Ilearn,thereforeIam’.Toundertake
researchonthepractiseoflearningitisessentialtofamiliarizeoneselfwith
thedińerentpointsofviewontheprocess.Analysisofthescientifcliterature
showsthattheterm[learning’hasbecomefashionableandisbeingincreas-
inglyused.Amultitudeofkindsoflearninghaveappeared,withamultitude
ofdefnitionsoflearningandtypesoflearning.Theseincludelearningfrom
biography(one’sownandothers);life-longlearning;generallearning(vs.
partiallearning);learningbywork;incidentallearning;learningbytestsand
mistakes;involuntarylearning;learningbyimitation;unintentionalandinten-
tionallearning;learningbyuncovering;observationallearning;learningfrom
memory;cognitivelearning;learningbyrelations;learningtolearnoneself;
learningbystrategy;plannedlearning;organizedlearning;self-learning;asso-
ciativelearning;conditionallearning;learningbyrule;[allornothing’learn-
ing;serieslearning;selectivelearning;subliminallearning;intergenerational
learning,andmanymore.Someoftheseareonlypresentedasintuitiveand
colloquiallyunderstoodslogans,whileothersseemtoformaprospectivefeld
ofinter-disciplinaryresearch.Itisquitedifculttoobtainanoverviewofthe
currentunderstandingofthetopicoflearningwhilestickingtoonlyoneper-
spective.Accordingtovariousauthors,thelearningprocesscanbeunder-
stoodas:
•Aprocessofreactingtoexternalstimuliandresponses(EdwardThorn-
dike,IvanPavlov,JohnWatson,B.F.Skinner,EdwardTolman).
•Cognitivedevelopmentbasedonthecomputationalprocessofacquiring
andstoringdata(KurtLewin,JeanPiaget,KurtKońka,WolfgangKohler).
•Acquireawayofrepresenting[recurrentregularities’intheirenviron-
menteńectingtheconcepts,categoriesandproblem-solvingprocedures
inventedpreviouslybynationalculture,aswellastheabilityto[invent’
thesethingsforoneself(JeromeBruner).
•Controlling,modellingandimitatingothers(AlbertBandura).
•Interactionbetweenthelearnerandtheenvironment,inordertoacquire
mindtools(LevVygotskij,AlekseiLeontiev,AleksanderLuria,MaxWert-
heimer,WolfgangKöhler,TheodorAdorno).
•Transformingexternalmentalstructuresintointernalstructuresthatallow
theexpressionofbeliefsandopinions(JackMezirow,PauloFreireJürgen