Intergenerational community learning, education and cooperation

Sonja Kump (Author), Sabina Jelenc-Krašovec (Author)

Abstract

This paper has its roots in the theoretical definition of the term community education and its role at encouraging intergenerational learning and education. The paradigms of intergenerational learning are changing due to the demographic, social and economic changes. Alongside the traditional exchange of knowledge and experience within families, it is now spreading into community learning, which means that it is still taking place between generations, but outside of the family circle. On the basis of these premises we followed the thesis that cooperation between various age groups depends on how their position is perceived, their social identities and willingness for mutual cooperation, as well as on certain external factors that encourage and direct the cooperation. We wished to know to what extent was this reciprocity established, how do the interviewees experience it and what are they willing to contribute in order to achieve greater intergeneration solidarity. We evaluated our hypotheses by using the case study method.

Keywords

andragogika;izobraževanje odraslih;medgeneracijsko učenje;medgeneracijsko izobraževanje;lokalna skupnost;Medgeneracijski odnosi;Izobraževanje;Socialno učenje;

Data

Language:	English
Year of publishing:	2010
Typology:	1.01 - Original Scientific Article
Organization:	UL FF - Faculty of Arts
UDC:	316.4.051.6:37
COBISS:	30041181
ISSN:	0040-3598
Parent publication:	Teorija in praksa
Views:	922
Downloads:	303
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Medgeneracijsko učenje, izobraževanje in sodelovanje v skupnosti
Secondary abstract:	Prispevek izhaja iz teoretične opredelitve pojma skupnostno izobraževanje in njegove vloge pri spodbujanju medgeneracijskega učenja in izobraževanja. Zaradi demografskih, socialnih in ekonomskih sprememb, prihaja do spreminjanja paradigme medgeneracijskega učenja, ki se poleg izmenjave znanja in izkušenj znotraj družine, razširja tudi na učenje v skupnosti in sicer med generacijami, ki niso v sorodstvenem razmerju. Na osnovi teh izhodišč smo v prispevku sledili tezi, da je sodelovanje med različnimi starostnimi skupinami odvisno od doživljanja položaja teh starostnih skupin, njihove socialne identitete in pripravljenosti za vzajemno delovanje, pa tudi od nekaterih zunanjih pogojev, ki sodelovanje spodbujajo in usmerjajo. Zanimalo nas je, v kolikšni meri je ta vzajemnost že vzpostavljena, kako jo intervjuvanci doživljajo in kaj so pripravljeni prispevati za večjo medgeneracijsko solidarnost. Predpostavke smo preverjali z metodo študije primerov.
Secondary keywords:	Intergenerational relations;Education;Social learning;
Type (COBISS):	Not categorized
Pages:	str. 1171-1194
Volume:	ǂLetn. ǂ47
Issue:	ǂšt. ǂ6
Chronology:	nov.-dec. 2010
Keywords (UDC):	social sciences;družbene vede;sociology;sociologija;social processes;social dynamics;družbeni procesi;družbena dinamika;social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	1470594