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.
General
Imprint: |
Springer-Verlag New York
|
Country of origin: |
United States |
Series: |
Lifelong Learning Book Series, 7 |
Release date: |
February 2007 |
First published: |
February 2007 |
Authors: |
Paul Hager
• John Halliday
|
Dimensions: |
235 x 155 x 17mm (L x W x T) |
Format: |
Hardcover
|
Pages: |
280 |
Edition: |
2006 ed. |
ISBN-13: |
978-1-4020-5345-0 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
1-4020-5345-2 |
Barcode: |
9781402053450 |
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