Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
8
Introduction
invaluablebecauseinmanysituationsonlythiskindofeducationcansatisfy
various,immediatehumanneeds.However,informaleducationisunableto
faceallofthechallengeswhichwedealwith,bothintheindividualandsocial
dimensions.Hence,theinstitutionalcontextofthiseducation,aswellasofall
strategiesoflifelonglearning,stillmaintainsitskeysignificanceandisthefocus
ofscientists’andpractitioners’attention.
Tisplaneofcurrentissuesinthefieldoflifelonglearningisconnected
withthepreviousone.New,aswellas“old,”wellknown,areasofresearchand
pedagogicalactivitiesoughttobediscussedintheirinstitutionalcontext,which,
asprovenbythemajorityofarticlesinthisbook,constitutesthedominant
contextintheseareas.
Moreover,thesetwoperspectivesareconnectedwiththethirdone,which
constitutespractices.Practicesinthefieldoflifelonglearningaswellasinadult
educationmightbebothinstitutional(school)andextrainstitutional(family).
Teymayalsopertaintovariousareasofformalandinformaleducation.
Interrelationbetween“areas,”“contexts”and“practices”oflifelonglearning
infactprovesconventionalityofthedistinguishedplanes.Nevertheless,dividing
intotheseplaneshelpstoillustratearealityoflifelonglearninginits“spatial”
dimensions.
Teaimofthispublicationistoillustratethecontemporarystateofde-
velopmentofresearchandpracticesintheareaoflifelonglearningthrough
thepresentationofcurrenttrendsandinterestsinthisfield.Tecreationof
apublicationthatwouldpresentacomprehensive,“photographic”image
ofthestateofresearchandpracticesinthefieldoflifelonglearningwouldbe
solaboriousandlong-termthatitwouldnotkeepupwiththeconstantchanges
whichappearinreality.Teimageoftherealityoutlinedinthisbookisvery
selective,but“spatial”tosuchanextentthatitenablestograspitssizeand
dynamismofdevelopment.
Agoodexampleofitisthefirstpartofthebookpresentingnewareasofadult
education.Althoughitconsistsofonlythreearticles,itdelineatesmuchmore
thanjustthree,quitethematicallydistinctareasofscientificinterest.Itisworth
mentioningthateachoftheseareasisinterdisciplinary.Infact,itisnotaco-
incidenceresultingfrompurechanceoranintentionalselectionofexamples,
butadepictionofacertainregularity,pertainingtothecreationofnewareas
ofcontemporaryadulteducationdevelopingwithintheframeworkoflifelong
learningstrategies.TeauthorsofthearticlesfromthispartofbookarePolish
scientistsfromtheInstituteofEducationattheJagiellonianUniversity.
Teareaofactivityandresearchofcontemporaryadulteducationdescribed
inthearticlebyDorotaGierszewskimayappearwellknowntomanyreaders
(especiallytothosecomingfromcountrieswhich,likePolandandSlovenia,have
anexperienceof“thecreationofasocialistsociety”intheirnotsodistanthisto-
ry).Teauthorprovesthatthisimpressionismisleading.“Citizeneducation”has
alwaysbeenanelementofschooleducation,however,inaminimalandcom-
