Destruktivan pohod celoživotnog učenja
Destructive March of Lifelong Learning
Апстракт
U radu se analizira razvoj osnovnih termina i koncepata u oblasti obrazovanja
odraslih (obrazovanje odraslih, kontinuirano, permanentno i povratno obrazovanje,
doživotno i celoživotno obrazovanje i učenje) i uloga glavnih međunarodnih organizacija u
njihovom formulisanju i promovisanju. U fokusu analize su razlozi i posledice dominacije
savremenog, široko prihvaćenog koncepta celoživotnog učenja, koji je zamenio prethodne
i skoro potpuno potisnuo koncept obrazovanja odraslih. Ova promena paradigme i
diskursa ima svoje ideološke i ekonomske korene, i podržana je od strane svih globalnih
kreatora obrazovne politike. Rad ukazuje na brojne negativne posledice ove promene u
svim sferama u kojima obrazovanje odraslih ima značajnu ulogu, kao i na štetu koju (zlo)
upotreba koncepta celoživotnog učenja kao generičkog pojma nanosi nauci, profesiji,
istraživanjima, kao i praksi obrazovanja odraslih.
The paper analyses the development of basic terms and concepts in adult
education (adult education, continuing, permanent and recurrent education, lifelong
education, and lifelong learning) and the role of major international organizations in
formulating and promoting these concepts. The focus of the analysis is on the reasons
and consequences of the dominance of the modern, widely accepted concept of lifelong
learning, which replaced the previous ones and almost completely suppressed the concept
of adult education. This paradigm shift and change of the discourse has its ideological
and economic roots, and is supported by all global education policy makers. The paper
indicates numerous negative consequences of this shift in all spheres in which adult
education has a significant role, as well as the damage that (mis)use of the concept of
lifelong learning as a generic term causes to science, profession, research, and adult
education practice.
Кључне речи:
obrazovanje odraslih / celoživotno učenje / međunarodne organizacije / UNESCO / globalna politika obrazovanja / adult education / lifelong learning / international organisations / global education policyИзвор:
Obrazovanje odraslih Časopis za obrazovanje odraslih i kulturu, 2021, 21, 2, 53-77Издавач:
- JU bosanski kulturni centar Kantona Sarajevo
- OJ bosanski kulturni centar Sarajevo
Финансирање / пројекти:
- "Čovek i društvo u vreme krize" finansiran od strane Filozofskog fakulteta Univerziteta u Beogradu
Институција/група
Andragogija / AndragogyTY - JOUR AU - Popović, Katarina PY - 2021 UR - http://reff.f.bg.ac.rs/handle/123456789/4472 AB - U radu se analizira razvoj osnovnih termina i koncepata u oblasti obrazovanja odraslih (obrazovanje odraslih, kontinuirano, permanentno i povratno obrazovanje, doživotno i celoživotno obrazovanje i učenje) i uloga glavnih međunarodnih organizacija u njihovom formulisanju i promovisanju. U fokusu analize su razlozi i posledice dominacije savremenog, široko prihvaćenog koncepta celoživotnog učenja, koji je zamenio prethodne i skoro potpuno potisnuo koncept obrazovanja odraslih. Ova promena paradigme i diskursa ima svoje ideološke i ekonomske korene, i podržana je od strane svih globalnih kreatora obrazovne politike. Rad ukazuje na brojne negativne posledice ove promene u svim sferama u kojima obrazovanje odraslih ima značajnu ulogu, kao i na štetu koju (zlo) upotreba koncepta celoživotnog učenja kao generičkog pojma nanosi nauci, profesiji, istraživanjima, kao i praksi obrazovanja odraslih. AB - The paper analyses the development of basic terms and concepts in adult education (adult education, continuing, permanent and recurrent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consequences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economic roots, and is supported by all global education policy makers. The paper indicates numerous negative consequences of this shift in all spheres in which adult education has a significant role, as well as the damage that (mis)use of the concept of lifelong learning as a generic term causes to science, profession, research, and adult education practice. PB - JU bosanski kulturni centar Kantona Sarajevo PB - OJ bosanski kulturni centar Sarajevo T2 - Obrazovanje odraslih Časopis za obrazovanje odraslih i kulturu T1 - Destruktivan pohod celoživotnog učenja T1 - Destructive March of Lifelong Learning EP - 77 IS - 2 SP - 53 VL - 21 DO - 10.53617/issn2744-2047.2021.21.2.53 ER -
@article{ author = "Popović, Katarina", year = "2021", abstract = "U radu se analizira razvoj osnovnih termina i koncepata u oblasti obrazovanja odraslih (obrazovanje odraslih, kontinuirano, permanentno i povratno obrazovanje, doživotno i celoživotno obrazovanje i učenje) i uloga glavnih međunarodnih organizacija u njihovom formulisanju i promovisanju. U fokusu analize su razlozi i posledice dominacije savremenog, široko prihvaćenog koncepta celoživotnog učenja, koji je zamenio prethodne i skoro potpuno potisnuo koncept obrazovanja odraslih. Ova promena paradigme i diskursa ima svoje ideološke i ekonomske korene, i podržana je od strane svih globalnih kreatora obrazovne politike. Rad ukazuje na brojne negativne posledice ove promene u svim sferama u kojima obrazovanje odraslih ima značajnu ulogu, kao i na štetu koju (zlo) upotreba koncepta celoživotnog učenja kao generičkog pojma nanosi nauci, profesiji, istraživanjima, kao i praksi obrazovanja odraslih., The paper analyses the development of basic terms and concepts in adult education (adult education, continuing, permanent and recurrent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consequences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economic roots, and is supported by all global education policy makers. The paper indicates numerous negative consequences of this shift in all spheres in which adult education has a significant role, as well as the damage that (mis)use of the concept of lifelong learning as a generic term causes to science, profession, research, and adult education practice.", publisher = "JU bosanski kulturni centar Kantona Sarajevo, OJ bosanski kulturni centar Sarajevo", journal = "Obrazovanje odraslih Časopis za obrazovanje odraslih i kulturu", title = "Destruktivan pohod celoživotnog učenja, Destructive March of Lifelong Learning", pages = "77-53", number = "2", volume = "21", doi = "10.53617/issn2744-2047.2021.21.2.53" }
Popović, K.. (2021). Destruktivan pohod celoživotnog učenja. in Obrazovanje odraslih Časopis za obrazovanje odraslih i kulturu JU bosanski kulturni centar Kantona Sarajevo., 21(2), 53-77. https://doi.org/10.53617/issn2744-2047.2021.21.2.53
Popović K. Destruktivan pohod celoživotnog učenja. in Obrazovanje odraslih Časopis za obrazovanje odraslih i kulturu. 2021;21(2):53-77. doi:10.53617/issn2744-2047.2021.21.2.53 .
Popović, Katarina, "Destruktivan pohod celoživotnog učenja" in Obrazovanje odraslih Časopis za obrazovanje odraslih i kulturu, 21, no. 2 (2021):53-77, https://doi.org/10.53617/issn2744-2047.2021.21.2.53 . .