Knowledge, Sentience and Receptivity: A Paradigm of Lifelong Learning

Autor/in	Eneroth, Bo
Titel	Knowledge, Sentience and Receptivity: A Paradigm of Lifelong Learning
Quelle	In: European Journal of Education, 43 (2008) 2, S.229-240 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2008.00342.x
Schlagwörter	Models; Lifelong Learning; Educational Philosophy; Nonformal Education; Informal Education; Epistemology; Learning Processes; Educational Environment; Classification; Foreign Countries; Learning Theories; Adult Learning + Suchen Sie Ihr Suchwort? Analogiemodell; Life-long learning; Lebenslanges Lernen; Bildungsphilosophie; Erziehungsphilosophie; Non-formal education; Non formal education; Nichtformale Bildung; Informelle Bildung; Erkenntnistheorie; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Classification system; Klassifikation; Klassifikationssystem; Ausland; Learning theory; Lerntheorie; Adulte education; Adult training; Erwachsenenbildung
Abstract	This article aims to develop a paradigm of lifelong learning situations. The starting point is the EU-Commission policy document where three kinds of learning situations are identified: formal, non-formal and informal. The article tries to deepen this categorisation by searching for the underlying ontological and epistemological dimensions. The ontological dimension consists of three corresponding realities--formal, non-formal and informal reality. The formal reality is a world of generalities. The non-formal reality is a world of individualities - and not just of individual human beings. In the same way, the epistemological dimension consists of three corresponding kinds of knowledge: formal, non-formal and informal. Formal knowledge is a knowing you can formulate, basically as concepts in thoughts possible to formulate in words. Non-formal knowledge consists of the learner's ability to see and sense what an actual event shows and (literally) make sense-ible. It is a circumstantial knowledge. As for informal knowledge, you cannot have that ability. But, in the moment of happening, the event will give you this ability to see and sense what to do and how to do--as a whim or fancy from nowhere. Informal knowledge is epiphanic. These two dimensions form a nine field paradigm of different kinds of learning settings. In relation to the formal, non-formal and informal reality the conceptual knowledge will be produced in the academic setting; the learning setting of conceptualising reflection; the learning setting of ignorance. The circumstantial knowledge will be developed in the master-apprentice learning setting; the learning setting of trial and error; the setting of accidental learning. The "epiphanic knowledge" will be revealed in the learning setting of self-evident clearness; the learning setting of individual unique simplicity; the learning setting of vivifying activities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10