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Učenje nepoznatog - potencijal liminalnog prostora u obrazovanju odraslih

Learning the unknown: The potential of liminal space for adult education

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2019
2795.pdf (84.23Kb)
Authors
Maksimović, Maja
Nišavić, Ivan
Article (Published version)
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Abstract
Autori rada nastoje da razmotre potencijal liminalnosti u sferi obrazovanja odraslih tako što je dovode u vezu sa postojećim konceptom "pedagogije događaja". Ovaj koncept preispituje pedagoški imperativ postizanja unapred određenih ishoda učenja kako bi se ostvarila najveća delotvornost nastave i učenja. Za razliku od koncepta obrazovanja koje se zasniva na ishodima, "pedagogija događaja" nastoji da prodre u nepoznato, a sam proces učenja podrazumeva iskorak u novo ili izmenjeno ontološko stanje. U ovom radu smo predstavili filozofsku osnovu za ideju granica procesa učenja, kao i određene implikacije po obrazovanje. U zaključku iznosimo stav da liminalnost u obrazovanju, kada je tumačimo shodno konceptu pedagogije događaja, postavlja izazov pred prakse obrazovanja koje imaju za cilj normalizaciju i disciplinu tako što stvara prostor za radikalnu otvorenost prema nepoznatom.
The following paper is an attempt to speculate about the potential of liminality for adult learning by relating it to the existing concept of the "pedagogy of the event" which challenges the imperative for pedagogy to maximize the effects of teaching and learning by achieving predefined learning outcomes. As opposed to outcome-based education, "pedagogy of the event" is concerned with the unknown, and learning involves a move into a new or modified ontological state. Within this paper, a philosophical basis for the idea of threshold for learning process is outlined and some of the implications on education are presented. We conclude with the notion that liminality in education, as understood within the concept of pedagogy of the event, challenges normalizing and disciplining educational practices by creating radical openness towards the unknown.
Keywords:
pedagogija događaja / obrazovanje odraslih / liminalnost / liminalno obrazovanje / jaz / the gap / pedagogy of the event / liminality / liminal education / adult education
Source:
Andragoške studije, 2019, 1, 33-46
Publisher:
  • Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Funding / projects:
  • Models of evaluation and strategies for improvement of education quality in Serbia (RS-179060)

DOI: 10.5937/AndStud1901033M

ISSN: 0354-5415

[ Google Scholar ]
URI
http://reff.f.bg.ac.rs/handle/123456789/2798
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za andragogiju
Institution/Community
Andragogija / Andragogy
TY  - JOUR
AU  - Maksimović, Maja
AU  - Nišavić, Ivan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2798
AB  - Autori rada nastoje da razmotre potencijal liminalnosti u sferi obrazovanja odraslih tako što je dovode u vezu sa postojećim konceptom "pedagogije događaja". Ovaj koncept preispituje pedagoški imperativ postizanja unapred određenih ishoda učenja kako bi se ostvarila najveća delotvornost nastave i učenja. Za razliku od koncepta obrazovanja koje se zasniva na ishodima, "pedagogija događaja" nastoji da prodre u nepoznato, a sam proces učenja podrazumeva iskorak u novo ili izmenjeno ontološko stanje. U ovom radu smo predstavili filozofsku osnovu za ideju granica procesa učenja, kao i određene implikacije po obrazovanje. U zaključku iznosimo stav da liminalnost u obrazovanju, kada je tumačimo shodno konceptu pedagogije događaja, postavlja izazov pred prakse obrazovanja koje imaju za cilj normalizaciju i disciplinu tako što stvara prostor za radikalnu otvorenost prema nepoznatom.
AB  - The following paper is an attempt to speculate about the potential of liminality for adult learning by relating it to the existing concept of the "pedagogy of the event" which challenges the imperative for pedagogy to maximize the effects of teaching and learning by achieving predefined learning outcomes. As opposed to outcome-based education, "pedagogy of the event" is concerned with the unknown, and learning involves a move into a new or modified ontological state. Within this paper, a philosophical basis for the idea of threshold for learning process is outlined and some of the implications on education are presented. We conclude with the notion that liminality in education, as understood within the concept of pedagogy of the event, challenges normalizing and disciplining educational practices by creating radical openness towards the unknown.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Učenje nepoznatog - potencijal liminalnog prostora u obrazovanju odraslih
T1  - Learning the unknown: The potential of liminal space for adult education
EP  - 46
IS  - 1
SP  - 33
DO  - 10.5937/AndStud1901033M
ER  - 
@article{
author = "Maksimović, Maja and Nišavić, Ivan",
year = "2019",
abstract = "Autori rada nastoje da razmotre potencijal liminalnosti u sferi obrazovanja odraslih tako što je dovode u vezu sa postojećim konceptom "pedagogije događaja". Ovaj koncept preispituje pedagoški imperativ postizanja unapred određenih ishoda učenja kako bi se ostvarila najveća delotvornost nastave i učenja. Za razliku od koncepta obrazovanja koje se zasniva na ishodima, "pedagogija događaja" nastoji da prodre u nepoznato, a sam proces učenja podrazumeva iskorak u novo ili izmenjeno ontološko stanje. U ovom radu smo predstavili filozofsku osnovu za ideju granica procesa učenja, kao i određene implikacije po obrazovanje. U zaključku iznosimo stav da liminalnost u obrazovanju, kada je tumačimo shodno konceptu pedagogije događaja, postavlja izazov pred prakse obrazovanja koje imaju za cilj normalizaciju i disciplinu tako što stvara prostor za radikalnu otvorenost prema nepoznatom., The following paper is an attempt to speculate about the potential of liminality for adult learning by relating it to the existing concept of the "pedagogy of the event" which challenges the imperative for pedagogy to maximize the effects of teaching and learning by achieving predefined learning outcomes. As opposed to outcome-based education, "pedagogy of the event" is concerned with the unknown, and learning involves a move into a new or modified ontological state. Within this paper, a philosophical basis for the idea of threshold for learning process is outlined and some of the implications on education are presented. We conclude with the notion that liminality in education, as understood within the concept of pedagogy of the event, challenges normalizing and disciplining educational practices by creating radical openness towards the unknown.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Učenje nepoznatog - potencijal liminalnog prostora u obrazovanju odraslih, Learning the unknown: The potential of liminal space for adult education",
pages = "46-33",
number = "1",
doi = "10.5937/AndStud1901033M"
}
Maksimović, M.,& Nišavić, I.. (2019). Učenje nepoznatog - potencijal liminalnog prostora u obrazovanju odraslih. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 33-46.
https://doi.org/10.5937/AndStud1901033M
Maksimović M, Nišavić I. Učenje nepoznatog - potencijal liminalnog prostora u obrazovanju odraslih. in Andragoške studije. 2019;(1):33-46.
doi:10.5937/AndStud1901033M .
Maksimović, Maja, Nišavić, Ivan, "Učenje nepoznatog - potencijal liminalnog prostora u obrazovanju odraslih" in Andragoške studije, no. 1 (2019):33-46,
https://doi.org/10.5937/AndStud1901033M . .

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