Recovering Informal Learning: Wisdom, Judgement and Community (Lifelong Learning Book Series, 7, Band 7) - Hardcover

Hager, Paul; Halliday, John

Hardcover

ISBN 10: 1402053452 ISBN 13: 9781402053450

Verlag: Springer, 2007

Inhaltsangabe

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.

Über diesen Titel

Über die Autorin bzw. den Autor

Paul Hager is Emeritus Professor of Education at University of Technology, Sydney. His books include Beckett & Hager (2002) Life, Work and Learning: Practice in Postmodernity (Routledge), Hager & Halliday (2006) Recovering Informal Learning: Wisdom, Judgement and Community (Springer), Hager & Holland (eds.) (2006) Graduate Attributes, Learning and Employability (Springer), and Hager, Lee & Reich (eds.) (2012) Practice, Learning and Change: Practice-theory Perspectives on Professional Learning. Professional and Practice-based Learning book series Vol. 8 (Springer). Paul is a Fellow of the Philosophy of Education Society of Australasia. In 2013 Educational Philosophy and Theory published a special issue celebrating his work. David Beckett retired at the end of 2017 from The University of Melbourne, where he was most recently a Professor, and Deputy Dean, in the Melbourne Graduate School of Education. As well as the 2002 book with Paul Hager, in 2010, Educational Research: Creative Thinking and Doing (O'Toole and Beckett) was published by Oxford University Press, with a second edition in 2013. He is a Fellow of the Australian Council for Educational Leaders, and a Fellow of the Philosophy of Education Society of Australasia.

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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.

Details zur Ausgabe

• Verlag: Springer
• Erscheinungsdatum: 2007
• Sprache: Englisch
• ISBN 10: 1402053452
• ISBN 13: 9781402053450
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 292
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