Lifelong Learning as Being: The Heideggerian Perspective

Autor/in	Su, Ya-hui
Titel	Lifelong Learning as Being: The Heideggerian Perspective
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 61 (2011) 1, S.57-72 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713610380442
Schlagwörter	Adult Education; Lifelong Learning; Philosophy; Postmodernism; Experiential Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Philosophie; Postmoderne; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	This article contends that the development of lifelong learning needs to be grounded within the framework of "being," a concept inspired by Heidegger, rather than within the framework of "having." This article also describes the problems of the adult education literature, which favors the pragmatic sense of being and, thus, may undertheorize the meanings of developing lifelong learning. It considers Heidegger's conception of "being" by defining the existential mode of learning as part of the development of lifelong learning, thereby resisting the exclusive mention of the functional mode of learning in times of postmodern change. The analysis of being is captured by the language of dynamic movement, which grants no priority to one's thought, action, or feeling, none of whose operations can be understood without reference to the other. Finally, the implications of the being mode of learning for developing adult education research, practice, and policy are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://aeq.sagepub.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10