Tehnologije sopstva u obrazovanju odraslih
Technologies of the Self in Adult Education
Abstract
U radu se polazi od Fukoovog pojma tehnologije sopstva i pristupa analizi
njihovog funkcionisanja u obrazovanju odraslih. Za eksploraciju mehanizama kontrole
posebno je značajna tačka preplitanja moći, ispitivanja, ispovedanja, nauke i stručnjaka
ili specijaliste i formiranja sopstva. Pokušaćemo da razjasnimo te relacije, a naročito
vezu tehnologije sopstva sa obrazovanjem. Naime, odraslom učeniku se pristupa kao
aktivnom i očekuje se stalna refleksija na već postojeće iskustvo koje je postalo sirov
materijal obrađivan kritičkom analizom. Podrazumevano je da je delovanje kao takvo
osnažujuće, a da govor o sebi ima funkciju oslobođenja pojedinca. Poslednje decenije
se zaoštrila neoliberalna pozicija u raznim sektorima društva, pa tako i u obrazovanju,
te kao posledicu imamo sve veće i učestalije prebacivanje odgovornosti na subjekta koji
bi trebalo da razvije odgovarajuće veštine, bile one za život ili za rad. Uz argument o narastanju nesigurnosti i nepredvidljivosti sveta, po...jedinac je pozvan da se kontinuirano
usavršava i reinventuje, ne bi li se prilagodio promenama. Celoživotno učenje je postalo
norma i zahtev, a ne samo pravo. Takav proces učenja neretko uključuje i samospoznaju
koja se neminovno odigrava u odnosu na aktuelne režime istine. Proizvodeći sebe subjekat se u isto vreme podređuje, a u ovom tekstu zastupamo poziciju da prakse učenja
stoga mogu biti ono što Fuko naziva tehnologijama sopstva, a opisivanje i argumentovanje te trvdnje težište je rada.
Abstract: We commence this paper with Foucault’s theory of the technologies of the
self and the approach to analysing their function in adult education. In exploring the
mechanism of control, of particular importance is the point of intersection of power,
examining, confiding, science and experts or specialists and the formation of the self. We
shall attempt to clarify such relations, particularly the connection of the technology of
the self and education. The adult learner is perceived as an active learner and is expected
to provide constant reflexion on their previous experience which has turned into raw
material honed by critical analysis. It is presupposed that such action is empowering and
that talking about oneself influences the liberation of an individual. In the past decade,
various societal spheres saw a more pronounced neoliberal position, which also applies
to the sphere of education. Consequently, we witness the growing and more frequent
transfer of responsibili...ty to the subject who ought to develop certain skills, regardless of
whether they are intended for living or working. Spurred by growing insecurities and global unpredictability, the individual is invited to continually hone their skills and reinvent
themselves so as to adapt to changes. Lifelong learning has become a standard and requirement, not just a right. Such a learning process oftentimes includes self-knowledge that
is inevitably playing out in relation to current modes of truth. By producing themselves,
the subject is also becoming submissive at the same time. In this work, we suggest that the
practices of learning must therefore be what Foucault called technologies of the self, whereas
the description and argumentation of this statement is at the crux of this paper.
Keywords:
tehnologije sopstva / ispovest / samoostvarenje / obrazovanje / technology of the self / confession / self-actualization / educationSource:
Andragoške studije, 2021, 2, 91-105Publisher:
- Beograd : Institut za pedagogiju i andragogiju Filozofskog fakulteta
Funding / projects:
Institution/Community
Andragogija / AndragogyTY - JOUR AU - Maksimović, Maja AU - Nišavić, Ivan PY - 2021 UR - http://reff.f.bg.ac.rs/handle/123456789/3445 AB - U radu se polazi od Fukoovog pojma tehnologije sopstva i pristupa analizi njihovog funkcionisanja u obrazovanju odraslih. Za eksploraciju mehanizama kontrole posebno je značajna tačka preplitanja moći, ispitivanja, ispovedanja, nauke i stručnjaka ili specijaliste i formiranja sopstva. Pokušaćemo da razjasnimo te relacije, a naročito vezu tehnologije sopstva sa obrazovanjem. Naime, odraslom učeniku se pristupa kao aktivnom i očekuje se stalna refleksija na već postojeće iskustvo koje je postalo sirov materijal obrađivan kritičkom analizom. Podrazumevano je da je delovanje kao takvo osnažujuće, a da govor o sebi ima funkciju oslobođenja pojedinca. Poslednje decenije se zaoštrila neoliberalna pozicija u raznim sektorima društva, pa tako i u obrazovanju, te kao posledicu imamo sve veće i učestalije prebacivanje odgovornosti na subjekta koji bi trebalo da razvije odgovarajuće veštine, bile one za život ili za rad. Uz argument o narastanju nesigurnosti i nepredvidljivosti sveta, pojedinac je pozvan da se kontinuirano usavršava i reinventuje, ne bi li se prilagodio promenama. Celoživotno učenje je postalo norma i zahtev, a ne samo pravo. Takav proces učenja neretko uključuje i samospoznaju koja se neminovno odigrava u odnosu na aktuelne režime istine. Proizvodeći sebe subjekat se u isto vreme podređuje, a u ovom tekstu zastupamo poziciju da prakse učenja stoga mogu biti ono što Fuko naziva tehnologijama sopstva, a opisivanje i argumentovanje te trvdnje težište je rada. AB - Abstract: We commence this paper with Foucault’s theory of the technologies of the self and the approach to analysing their function in adult education. In exploring the mechanism of control, of particular importance is the point of intersection of power, examining, confiding, science and experts or specialists and the formation of the self. We shall attempt to clarify such relations, particularly the connection of the technology of the self and education. The adult learner is perceived as an active learner and is expected to provide constant reflexion on their previous experience which has turned into raw material honed by critical analysis. It is presupposed that such action is empowering and that talking about oneself influences the liberation of an individual. In the past decade, various societal spheres saw a more pronounced neoliberal position, which also applies to the sphere of education. Consequently, we witness the growing and more frequent transfer of responsibility to the subject who ought to develop certain skills, regardless of whether they are intended for living or working. Spurred by growing insecurities and global unpredictability, the individual is invited to continually hone their skills and reinvent themselves so as to adapt to changes. Lifelong learning has become a standard and requirement, not just a right. Such a learning process oftentimes includes self-knowledge that is inevitably playing out in relation to current modes of truth. By producing themselves, the subject is also becoming submissive at the same time. In this work, we suggest that the practices of learning must therefore be what Foucault called technologies of the self, whereas the description and argumentation of this statement is at the crux of this paper. PB - Beograd : Institut za pedagogiju i andragogiju Filozofskog fakulteta T2 - Andragoške studije T1 - Tehnologije sopstva u obrazovanju odraslih T1 - Technologies of the Self in Adult Education EP - 105 IS - 2 SP - 91 DO - 10.5937/AndStud2102091M ER -
@article{ author = "Maksimović, Maja and Nišavić, Ivan", year = "2021", abstract = "U radu se polazi od Fukoovog pojma tehnologije sopstva i pristupa analizi njihovog funkcionisanja u obrazovanju odraslih. Za eksploraciju mehanizama kontrole posebno je značajna tačka preplitanja moći, ispitivanja, ispovedanja, nauke i stručnjaka ili specijaliste i formiranja sopstva. Pokušaćemo da razjasnimo te relacije, a naročito vezu tehnologije sopstva sa obrazovanjem. Naime, odraslom učeniku se pristupa kao aktivnom i očekuje se stalna refleksija na već postojeće iskustvo koje je postalo sirov materijal obrađivan kritičkom analizom. Podrazumevano je da je delovanje kao takvo osnažujuće, a da govor o sebi ima funkciju oslobođenja pojedinca. Poslednje decenije se zaoštrila neoliberalna pozicija u raznim sektorima društva, pa tako i u obrazovanju, te kao posledicu imamo sve veće i učestalije prebacivanje odgovornosti na subjekta koji bi trebalo da razvije odgovarajuće veštine, bile one za život ili za rad. Uz argument o narastanju nesigurnosti i nepredvidljivosti sveta, pojedinac je pozvan da se kontinuirano usavršava i reinventuje, ne bi li se prilagodio promenama. Celoživotno učenje je postalo norma i zahtev, a ne samo pravo. Takav proces učenja neretko uključuje i samospoznaju koja se neminovno odigrava u odnosu na aktuelne režime istine. Proizvodeći sebe subjekat se u isto vreme podređuje, a u ovom tekstu zastupamo poziciju da prakse učenja stoga mogu biti ono što Fuko naziva tehnologijama sopstva, a opisivanje i argumentovanje te trvdnje težište je rada., Abstract: We commence this paper with Foucault’s theory of the technologies of the self and the approach to analysing their function in adult education. In exploring the mechanism of control, of particular importance is the point of intersection of power, examining, confiding, science and experts or specialists and the formation of the self. We shall attempt to clarify such relations, particularly the connection of the technology of the self and education. The adult learner is perceived as an active learner and is expected to provide constant reflexion on their previous experience which has turned into raw material honed by critical analysis. It is presupposed that such action is empowering and that talking about oneself influences the liberation of an individual. In the past decade, various societal spheres saw a more pronounced neoliberal position, which also applies to the sphere of education. Consequently, we witness the growing and more frequent transfer of responsibility to the subject who ought to develop certain skills, regardless of whether they are intended for living or working. Spurred by growing insecurities and global unpredictability, the individual is invited to continually hone their skills and reinvent themselves so as to adapt to changes. Lifelong learning has become a standard and requirement, not just a right. Such a learning process oftentimes includes self-knowledge that is inevitably playing out in relation to current modes of truth. By producing themselves, the subject is also becoming submissive at the same time. In this work, we suggest that the practices of learning must therefore be what Foucault called technologies of the self, whereas the description and argumentation of this statement is at the crux of this paper.", publisher = "Beograd : Institut za pedagogiju i andragogiju Filozofskog fakulteta", journal = "Andragoške studije", title = "Tehnologije sopstva u obrazovanju odraslih, Technologies of the Self in Adult Education", pages = "105-91", number = "2", doi = "10.5937/AndStud2102091M" }
Maksimović, M.,& Nišavić, I.. (2021). Tehnologije sopstva u obrazovanju odraslih. in Andragoške studije Beograd : Institut za pedagogiju i andragogiju Filozofskog fakulteta.(2), 91-105. https://doi.org/10.5937/AndStud2102091M
Maksimović M, Nišavić I. Tehnologije sopstva u obrazovanju odraslih. in Andragoške studije. 2021;(2):91-105. doi:10.5937/AndStud2102091M .
Maksimović, Maja, Nišavić, Ivan, "Tehnologije sopstva u obrazovanju odraslih" in Andragoške studije, no. 2 (2021):91-105, https://doi.org/10.5937/AndStud2102091M . .