Recovering Informal Learning : Wisdom, Judgement and Community

Paul Hager

ISBN 10: 1402092954 / ISBN 13: 9781402092954

Editore: Springer, 2008

Riguardo questo articolo

Druck auf Anfrage Neuware - Printed after ordering - 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.

Codice articolo 9781402092954

Dati bibliografici

• Titolo: Recovering Informal Learning : Wisdom, Judgement and Community
• Editore: Springer
• Data di pubblicazione: 2008
• Lingua: Inglese
• ISBN 10: 1402092954
• ISBN 13: 9781402092954
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 234 L x 158 A x 16 P (millimetri) 234 millimetri di larghezza per 158 millimetri di altezza per 16 millimetri di profondità
• Peso: 426 grammi

Descrizione articolo

Riassunto

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.