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Polona Kelava, Neformalno Učenje?

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Polona Kelava, Neformalno Učenje? POLONA KELAVA (UR.) neformalno učenje? Kaj pa je to? DIGITALNA KNJIŽNICA / DISSERTATIONES / 24 PEDAGOŠKI INŠTITUT / 2013 NEFORMALNO UČENJE? POLONA KELAVA (UR.) neformalno učenje? Kaj pa je to? DIGITALNA KNJIŽNICA / DISSERTATIONES / 24 PEDAGOŠKI INŠTITUT / 2013 Polona Kelava (ur.), Neformalno učenje? Kaj pa je to? znanstvena monografija Digitalna knjižnica Uredniški odbor: Igor Ž. Žagar (Educational Research Institute & University of Primorska), Jonatan Vinkler (University of Primorska), Janja Žmavc (Educational Research Institute), Alenka Gril (Educational Research Institute) Zbirka: Dissertationes (znanstvene monografije), 24 Glavni in odgovorni urednik: Igor Ž. Žagar Urednica izdaje: Polona Kelava Recenzentki: Sabina Jelenc Krašovec, Natalija Vrečer Oblikovanje, prelom in digitalizacija: Jonatan Vinkler Lektor: Davorin Dukič Založnik: Pedagoški inštitut Gerbičeva 62, SI-1000 Ljubljana Ljubljana 2013 Za založnika: Mojca Štraus ISBN 978-961-270-176-5 (pdf) http://www.pei.si/ISBN/978-961-270-176-5.pdf ISBN 978-961-270-175-8 (html) http://www.pei.si/ISBN/978-961-270-175-8/index.html DOI: https://www.doi.org/10.32320/978-961-270-176-5 © 2013 Pedagoški inštitut/Educational Research Institute Knjiga je izšla v okviru temeljnega projekta Antropološki vidiki neformalnega pridobivanja znanj (2011–2014), ki ga financira Javna agencija za raziskovalno dejavnost Republike Slovenije. CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 374.7(082)(086.034.4) NEFORMALNO učenje? [Elektronski vir] : kaj pa je to? / Polona Kelava (ur.). - Ljubljana : Pedagoški inštitut, 2013. - (Digitalna knjižnica. Dissertationes ; 24, ISSN 1855-9638) Dostopno tudi na: https://www.pei.si/ISBN/neformalno-ucenje-kaj-pa-je-to/ ISBN 978-961-270-175-8 (html) ISBN 978-961-270-176-5 (pdf) 1. Kelava, Polona 267921152 Vsebina 7 Kazalo slik in preglednic 13 Polona Kelava, Predgovor 15 Tadej Vidmar, Pomen neformalno pridobljenega znanja od antike do 16. stoletja 17 Opredelitev vseživljenjskega izobraževanja/učenja 19 Antična Grčija 23 Stari Rim 27 Srednji vek 28 Reformacija 32 Zaključek 36 Literatura 38 Viri 40 Janez Kolenc Gregorič† in Taja Kramberger, Emancipatorični potencial neformalnega izobraževanja 43 Modeli družbenih razmerij od Parsonsa dalje 46 Prispevek kritične teorije k transformativnemu dojemanju izobraževanja 49 Genetična epistemologija, antropološki in nekateri drugi vidiki neformalnega izobraževanja 50 Neformalno izobraževanje: kooperativnost in vzajemno učinkovanje subjektivacije in objektivacije 52 8 Neformalno učenje? Kaj je to? Emancipacijska vloga šole 59 Literatura 64 Viri 68 Bojan Žalec, Neformalno učenje in dialog 71 Temeljne (pojmovne) distinkcije, razjasnitve in opredelitve 76 Dva osnovna tipa pogleda na znanje in učenje: transmisivizem versus konstruktivizem 76 Oblike učenja in izobraževanja 77 Štiri določila učenja 78 Učenje, izobraževanje in družbena verifikacija 81 Dodatne razlike med neformalnim in formalnim učenjem ter prednosti prvega pred drugim 82 Medkulturno učenje 83 Dialog in prednosti neformalnega učenja pred formalnim 84 Odnosni, eksternalistični in okoljski pogledi na učenje 86 Družbena teorija učenja 86 Situacijsko učenje 87 Poudarjanje »geografije« ali »terena« učenja 89 Dialoško raziskovanje 89 Dialog na področju bližnjega razvoja 91 Dejavnost na področju bližnjega razvoja 92 Značilnosti uspešnih kolaborativnih skupin 93 Muzej 93 Posredovanje 94 Izidi 95 Učilniški primer 95 Ocenjevanje, napredovanje in uganjevanje 96 Skupne značilnosti 97 Zaključek 98 Literatura 99 Viri 102 vsebina 9 Drago B. Rotar, Informalno pridobivanje znanja 103 Informalno in antropološko 105 Transmisija in koherenca 108 Epistemè in družbena praksa 111 Šole, pristopi 116 Status realnosti ali sklep 120 Literatura 122 Taja Kramberger, Figure antiintelektualizma s posebnim ozirom na formalno in neformalno pridobljena znanja 127 Kristalizacija pojmovanja intelektualca in antiintelektualca v novejši evropski zgodovini 132 Poglavje iz ameriške zgodovine preučevanja antiintelektualizma 145 Spoznavanje in spoznavni procesi v formalnem in neformalnem izobraževanju 151 Transformacije izobraževanja, antiintelektualizem, neoliberalizem in sodobni svet 154 Neformalni epilog 161 Literatura 162 Viri 167 Petra Javrh, Pomen učiteljeve profesionalne odličnosti v neformalnem izobraževanju 169 Kaj vpliva na poklicno odločitev učitelja 172 Kdo dela na področju izobraževanja odraslih 174 Pomen trdne poklicne identitete 175 Poklicna socializacija naj pripravlja, usmerja in potrjuje v profesionalni odličnosti 177 Kolikšen del poklicne podobe učitelja je odličnost 180 Slovenske študije o profesionalnem razvoju učiteljev 182 Izkušnje o potrebni profesionalni odličnosti s področja dela z ranljivimi skupinami 186 Nove poti do najbolj ranljivih odraslih 189 Zavezanost področju dela z ranljivimi odraslimi 189 Nujno je spodbujanje udeleženih k politični akciji 190 10 Neformalno učenje? Kaj je to? Literatura 190 Viri 194 Helena Žnidarič in Barbara Kunčič Krapež, Ustvarjanje novih priložnosti za učenje – priznavanje neformalno in priložnostno pridobljenih poklicnih in strokovnih znanj 197 Namen priznavanja 198 Dve možnosti izvedbe priznavanja rezultatov neformalnega in priložnostnega učenja 202 Priznavanje rezultatov neformalnega in priložnostnega učenja v sistemu nacionalnih poklicnih kvalifikacij 203 Priznavanje rezultatov neformalnega in priložnostnega učenja v sistemu poklicnega, strokovnega in višješolskega strokovnega izobraževanja 204 Prepoznavnost sistema priznavanja neformalnega in priložnostnega znanja v Sloveniji 205 Zaključek 208 Literatura 209 Viri 210 Marko Radovan, Težave pri priznavanju neformalnega izobraževanja in priložnostnega učenja v Sloveniji – rezultati raziskave 211 Razvoj priznavanja neformalnega in priložnostnega učenja v Evropski uniji in Sloveniji 213 Rezultati empirične raziskave 216 Rezultati kvantitativne raziskave 216 Rezultati kvalitativne raziskave 219 Zaključki 222 Literatura 223 Viri 224 Polona Kelava, Neformalno pridobljeno znanje in njegovo priznavanje v predpisih in priporočilih 227 Priznavanje neformalno pridobljenega znanja 229 Priznavanje neformalno pridobljenega znanja v Sloveniji 230 Nacionalne poklicne kvalifikacije (NPK) in poklicni standardi 231 vsebina 11 Neformalni indeks 237 Priznavanje neformalno pridobljenega znanja na fakultetah 239 Nacionalno ogrodje kvalifikacij (NOK) – Slovensko ogrodje kvalifikacij (SOK) 240 Mehanizmi za potrjevanje neformalnega izobraževanja in priložnostnega učenja 243 Možnosti nadaljnjega razvoja priznavanja neformalno pridobljenega znanja v Sloveniji 245 Dokumenti Evropske unije 247 Københavnska deklaracija 249 Sporočilo iz Maastrichta (2004) 249 Sporočilo iz Helsinkov (2006) 250 Sporočilo iz Bordeauxa (2008) 251 Sporočilo iz Brugea (2010) 254 Dokumenti Republike Slovenije 257 Analiza uresničevanja Resolucije o nacionalnem programu izobraževanja odraslih 2005–2008 257 Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji, leto 2011 260 Dokumenti, ki ocenjujejo stanje in dosežke 263 Od zahtev preko ocen do korakov naprej na področju priznavanja neformalno pridobljenega znanja 267 Neoliberalizem v dokumentih EU in Slovenije o poklicnem in strokovnem izobraževanju ter posebej o potrebi po uvajanju novih pristopov k priznavanju neformalno pridobljenega znanja 268 Zaključek 274 Literatura 276 Viri 279 O avtorjih 283 Janez Kolenc Gregorič † 283 Taja Kramberger 285 Tadej Vidmar 285 Bojan Žalec 286 12 Neformalno učenje? Kaj je to? Drago B. Rotar 286 Petra Javrh 287 Helena Žnidarič 287 Barbara Kunčič Krapež 288 Marko Radovan 289 Polona Kelava 289 Imensko in stvarno kazalo 291 Kazalo slik in 13 preglednic Slika 1: Racionalni diskurz – kooperativno delovanje oz. pridobivanje znanja 55 Slika 2: Komunikacijske vsebine in kulturno izročilo (avtonomija) 57 Slika 3: Formalizacija avtonomnih trditev in kulturno izročilo 57 Slika 4: Specializirane argumentacije (šole) in kulturno izročilo 58 Slika 5: Model: Šola, država, družba – komunikacije med družbeno-izobraževal- nimi sferami 60 Slika 6: Model: Šole in oblike komunikativnega delovanja 63 Slika 7: Figure antiintelektualizma 148 Slika 8: Antiintelektualni in kritično-refleksivni (intelektualni) dispozitiv skozi razmerje učitelj – učenec 159 Preglednica 1: Razlikovanje med dvema življenjskima svetovoma – avtonomijo in tradicijo 56 Preglednica 2: Osnovne oblike učenja 79 Preglednica 3: Značilne figure antiintelektualizma v času afere Dreyfus 135 Preglednica 4: Države EU glede na razvitost sistema priznavanja neformalnega in priložnostnega učenja 214 Preglednica 5: Oprostitev opravljanja predmetov/dela programa glede na znanje, pridobljeno po drugih poteh 217 Preglednica 6: Oprostitev opravljanja predmetov/dela programa glede na vrsto institucije (v %) 218 Predgovor 15 Polona Kelava eformalno učenje? Neformalno izobraževanje? Neformalno znanje! Tema te znanstvene monografije je široka. Avtorji so Nantropologi, sociologi, filozofi, pedagogi, andragogi, zgodovi- narji pedagogike in šolstva, zato vsebina posega na med seboj na prvi pogled zelo oddaljena področja, ravno to pa gradi nova spoznanja o ne- formalnem učenju, izobraževanju in nenazadnje znanju ter nudi podla- go za nadaljnje razmišljanje o teh temah. Od zgodovinskega pregleda o pomenu neformalno pridobljenega znanja od antike do 16. stoletja v uvodnem članku preko vprašanj eman- cipatoričnosti neformalnega izobraževanja in povezanosti neformalne- ga učenja z dialogom se pomudimo ob informalnem pridobivanju znanj v različnih diskurzih ter ob vlogi formalnega in neformalnega znanja
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