终身教育的社会学基础.pptVIP

終身教育的社會學基礎 授課教授:李建興博士 研究生:梁琍玲博二生 日 期:March 9, 2010 Globalisation, Lifelong Learning and the Learning Socety Sociological perspectives Lifelong Learning and the Learning Society, Volume 2 Peter Jarvis 2007 Globalisation, Lifelong Learning and the Learning Society Adult education/learning: mainstream because of global changes and as learning became more work oriented. To understand the learning through social context, not only within life-world, but also within wider global context. Learning was defined as combination: Body: genetic, physical, biological Mind: knowledge, skills, attitudes, values, emotions, beliefs, senses To Experience social situation , the perceived content of which is then transformed into cognitively, emotively or practically resulting in a continually changing person. Lifelong learning in the social context Theory of lifelong learning Interaction, relationship, life-word Take it for granted, disjuncture, giving meaning, practice, take for granted again Bourdieu: habitus, “ social made body”, break out of being imprisoned, Culture is not one interpretation Human learning transform the whole experience through thought, action, emotion… Nietzsche: to be true to ourselves Lifelong learning in the social context Lifelong learning in the social context The social process of learning Culture and ego: internationalisation and externalisation, Mead self, ego, inter-personal relations Buber: I-thou, I-it, I-Me, change biography Goffman: how we want others to perceive us Liquid life, continue, changing, instable,disjuncture Lifelong learning in the social context Lifelong learning in the social context Human learning within power relationships Relationship: asymmetrical, power, conflict, cooperation; Power over: negative, enhance Foucault: learning occurs in disjunctural situations, which is produced by the network of power relationship. Domination—will power, freedom Educational system, curriculum, power exercise, socially reproductive, ac