Název: Tři vlny : vývoj teorií účasti dospělých ve vzdělávání (1960 až 2019)
Variantní název:
- Three waves : the development of theories of adult paticipation in education (1960 to 2019)
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 1, s. 91-124
Rozsah
91-124
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-1-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143772
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Studie se zabývá proměnou teorií vysvětlujících účast dospělých ve vzdělávání. Jejím hlavním cílem je zmapovat a kriticky zhodnotit vývoj dosavadních teoretických koncepcí od 60. let 20. století až do současnosti, a to jako evoluci a vzájemnou kritickou interakci tří na sebe navazující vln teorií. Každá z nich je přitom spojena jak s odlišnou generací badatelů, tak i s dominantním teoreticko-metodologickým přístupem a specifickým sociokulturním kontextem, v němž se formovala. První vlnu (1960 až 1989) představují teorie zaměřené na mikro-edukační determinanty účasti dospělých v celoživotním učení (CŽV). Druhou (1990 až 2009) reprezentují přístupy orientované primárně na makro-edukační faktory účasti. A třetí, momentálně nastupující vlnou (2009 až 2019) jsou koncepce zaměřující se na syntézu jak makro-edukačních, tak i mikro-edukačních determinant participace v CŽV. Studie na základě přehledové narativní analýz y ukazuje klíčové změny ve z působu vysvětlování účasti v CŽV, proměny chápání funkce CŽV a v neposlední řadě upozorňuje i na heuristické limity všech tří dosavadních vln.
The study deals with the transformation of theories explaining the participation of adults in education. Its main goal is to map and critically evaluate the development of the existing theoretical concepts from the 1960s to the present as an evolution and mutual critical interaction of three consecutive waves of theories. Each wave is connected with a different generation of researchers, as well as with a different dominant theoretical and methodological approach and a specific socio-cultural context in which it was formed. The first wave (1960 to 1989) is represented by theories focused on micro-educational determinants of adult participation in lifelong learning (LLL). The second wave(1990 to 2009) is represented by approaches focused primarily on macro-educational factors of participation. And the third and current wave (2009 to 2019) includes concepts focusing on the synthesis of both macro-educational and micro-educational determinants of participation in LLL The article, based on an overview narrative analysis, presents key changes in how participation in LLL is explained, shows changes in the understanding of the function of LLL, and, last but not least, draws attention to the heuristic limits of all three waves.
Note
Tato studie vznikla díky laskavé podpoře GA ČR v rámci projektu "Bílá místa neformálního vzdělávání v ČR: Neúčastníci a jejich sociální světy" (GA_19-00987S). Za mimořádně užitečné postřehy a připomínky k jejímu textu upřímně děkuji Ellen Boeren, Kjellu Rubensonovi a Tomáši Kargerovi, kteří mi pomohli významným způsobem pozvednout výslednou kvalitu tohoto rukopisu, stejně jako oběma recenzentům.
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