Destruktivan pohod celoživotnog učenja

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.