| Abstract [eng] |
Reasoning of relevance of the topic. The postmodern (man’s lifelong learning) discourse inspires the conception of learning and teaching meanings, i.e. learning/teaching is unders tood as both activities and roles which can be changed at any time and in any place. This understanding opens new learning possibilities because it gives the sense to the following: the dynamic perception of time and space allocated for learning (learning can proceed peri odically or constantly), diversity of learning activities (individual, community etc.) and en vironments (learning can proceed and proceeds in everyday life, family, in leisure time, in community). When emphasising that man’s learning must proceed everywhere and always, not only formal/non-formal, but also informal independent learning/teaching obtains a special significance because its essence is learning from own and others’ experiences, in diversity of environments, at different times, in diverse social-cultural contexts (Schön, 1971; Mokymosi visą gyvenimą memorandumas, 2001). It highlights individuation, community sense, reflec tion of gained experience etc. This means that informal independent learning/teaching gives sense to cultural heterogeneous and relative character of learning/teaching. On the base of expression of individual’s social, cultural differences, the opinion that models of formal edu cation are insufficiently complete because they are not based on personal experience of the learners is being formed (Colley, Hodkinson, Malcoms, 2003). |
