Recovering Informal Learning

Hager Paul Halliday John

ISBN 10: 1402053452 / ISBN 13: 9781402053450

Editore: Springer, 2007

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pp. 296 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Codice articolo 7404472

Dati bibliografici

• Titolo: Recovering Informal Learning
• Editore: Springer
• Data di pubblicazione: 2007
• Lingua: Inglese
• ISBN 10: 1402053452
• ISBN 13: 9781402053450
• Rilegatura: Rilegato
• Condizione: New

Descrizione articolo

Riassunto

Educational theory and practice have long been dominated by the requirements of formal learning. This book seeks to persuade readers through philosophical argument and empirical examples that the balance should shift back towards the informal. The arguments and examples derive from informal learning in diverse situations, such as leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration.

Dalla quarta di copertina

For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges.