Learning in the context of life course and life experience

Larissa JõgiKatrin Karu

Tallinn UniversityFaculty of Educational Sciences

Chair of Adult Education

If we believe in learning from our own experience and that of others

we have to learn to listen with critical patience

Stefen Brookfield

Life course, learning and life experience

• Learning takes place in the context of life course and is discussed as personal development process (Jameison, Miller & Stafford 1998)

• Life is seen as a journey across time (Jarvis 1998), as life-span or as life trajectory that unites different life periods and life events (Tulva 1998)

• Human life is connected with time. Development and learning occurs throughout life and time is perceived as past, present and future. In different stages of life uniqueness of a person appears (Jarvis 1998)

ResearchPresentation is based on research Andragogical, social and psychological factors co-influence on learning readiness and training activeness in the context of lifelong learning, which originates from expectancy that:

• Adult learning is socially determined by taking place in interaction between the individuals and social context.

• Learning always takes place in social environment or social situation.

• The essence of learning is life-wide and life-long but also social including socialization, internalisation – externalisation throughout all life course.

Life course and learning

Life course is connected to learning and affected by social environment, cultural and social background, prior life experiences, life knowledge and changes in personal and social life

Alheit 1996, Alheit & Dausien 2002, Alheit 2005, Bauman 2000

Life course and learning

Learning in life course context is treated as lifelong, biographical, influencing individual as a whole in interpreting and widenening one`s meaning perspectives

Alheit 1996, Jameison, Miller & Stafford 1998

The aim of our presentation is to construct a possible interpretation of the nature of personal conceptions of learning, learning experience in the life course context.

In time perspective every person is influenced

by social environment, social roles of the

generation, social position, age, life course and

events related to life-span but also processes

in society which in turn influences formation of

learning conceptions.

Subjective learning conceptions, comprehensions of learning are formed in socio-cultural environment. Analyses of these comprehensions makes possible to analyse the essence of adult learning and formation of learning conceptions in the context of life course of different generations.

Alheit 1996, Alheit & Dausien 2002, Alheit 2005, Bauman 2000 Jarvis 1992, 1998, Jõgi 2004, Jõgi & Karu 2004, Merriam & Caffarella 1999, Säljo 2003.

In the presentation we will compare Datum

(M. van Manen), which is based on three interviews (Heleri, Marika, Arno). We were looking for structurally significant differencies (Diltney)/ structural nexus (Denzin), which is individual, unique and particular.

Research questions How do adults from different

generations understand and

interpret learning in their own

life course?

How adult learning comprehensions

develope ?

What are the factors influencing the development

of learning comperhensions ?

Empirical data were collected by 55 in-depth interviews during 2004 SampleGenerations representatives of Estonians. 20 -30 y., 31-40 y., 41-50 y.,51-60 y., 61 -70 y., 71-80 y., 81 – 90 y.)

Interpretation of empirical data is based on hermeneutical-phenomenographical approach and inductive analyses (holistical aspect)

(Alheit, 1994, Marton & Booth 1997)

Inductive analyseMax van Manen, 2001

experience

Describing Confronting

What does it mean?What was/is important in social context, situations, in relations, in time, in place?

Describing Confronting

What does it mean?What was/is important in social context, situations, in relations, in time, in place?

Reconstructing

Meanings - categories

Research goal

Comparative analyse of learning conceptions amongst generations

Research subject is adults’ conception of learning.

Conception is a construction of thought which forms on the bases of thinking of some phenomenon. Conception is not an opinion, it is permanent image of something. According to conceptions person interprets phenomenon.

(Alheit 1996, Kuurme 2000)

ResultsBased on analysis of 55 interviews following can be pointed out:

• The more educated one is• The more is learned• The more is wanted to be learned• The more active one wants to be• The more widely and deeply learning possibilities and learning

is understood and valued

The more diverse and life-wide the road of education is, the more positive learning/life experiences has been, the most is being learned, is wished to being learned and wished to being active, the more and deeper is understood and valued learning opportunities and learning. People learn everywhere, from everything and continuously.

Heleri

1982 22 years oldworking student

Marika

196737 years oldhigher educationcivil engineer

Arno

190599 years oldvocational educationretired

Life course context

1918 Estonian Republic

1940 -1945World War II

1991Estonia Republic, Restoration of independence

Soviet time

ARNO 99

man1905

MARIK A 37

woman1967

HELERI 22 woman1982

Distinction of conceptions is affected by social frame of different life experiences, life stages or life situations.

Learning is understood, defined, talked about

and explained in life context differently.

LEARNING

HELERI

Sun-rise

MARIKA

Mid-day

ARNO

Sun-set

Learning and experience

L L ee aa rr nn i i nn ggME

experience

S o c i a l c o n t e x t

P e r s o n a l L i f e

Meanings given to learning: acquisition,

implementation into practice, managing, life it self.

... I’m acquiring knowledge...then I’m able to compete. I’m not more dumb than others...but if there’s too much I get tired...(Heleri)

... Acquiring new skills and knowledge that can be practically used...to broaden the mind, to understand things better...acquiring experience. To manage in life...(Marika)

... You learn something more nearly until death...all life you learn for living...(Arno)

Self-cognition/attitude towards one self

...I have bad memory...lately I can’t remember things very well...It happens that I forget (Heleri)

...in that sense it is never too late to study...you have to be interested in it yourself..(Marika)

... obstacles for learning I don’t really have...(Arno)

Life as learning opportunity –experience,

adaptation... I’m kind of curious, if there is something more

interesting than learning then I instantly depart from the topic...I’d terribly want to escape from this and I fight with myself...(Heleri)

... this is learning, isn’t it, when you go around open minded...situation, that you hear something from somewhere...hear some kind of news from radio...(Marika)

... I learned a lot in prison camp...attitude to other people I learned in there...that violence can not be defeated with violence...(Arno)

What is valued in learning?

... if I have to pass an exam...I like when I know the answers (Heleri)

... You are capable to do something, you can be useful to someone with something, not just for yourself...to be useful for the society (Marika)

... still remember when I was working and going to places...things achieved at those times. What I was able to do things and that was useful for me and for others and there are quite a lot of those things done not too few in life at all...(Arno)

Responsibility and control over life and studies

... now I have to survive the last year, then I’ll have a little break...for a year I’d like to rest...all life long you have to study but if it comes with high concentration then it’s not good...(Heleri)

... a person has a mind. You have to make it clear to yourself in your head that you have to do it and then you have to make it delightful for yourself...(Marika)

... (in prison camp)...then I started to wonder, that I don’t know how to get to work, what kind is the work and now I need to decide...(work) I went to the blacksmith’s shop and I had my own room and own decisions...(Arno)

Relations,others,people...I’ve learned that bosses are also human. You

needn’t fear them. If there is something then you can just go and talk...(Heleri)

...tolerance...that you just understand that there are so many opinions. I wouldn’t say that it is conformation, it is more understanding, experience that makes you understand and count on other person...(Marika)

... getting to know people...more thorough knowing takes time...have to be attentive...(Arno)

Work environment, work itself as learning

...I don’t know how to express myself in connection with this work and I have to learn new things all the time...(Heleri)

...Here there are new things daily that you have to learn....every kind...demands..(Marika)

...as a brigade leader...a lot needed to be learnt and understood that it’s difficult with people...two sides were formed...had to learn how to manage. Across time it disappeared and it was seen that it won’t take you far...(Arno)

Expectations, norms from social environment

...after high school I didn’t have a break – straight to the university as it’s common in here (Heleri)

...if you weren’t fallen on a head at school...off you go to the university. There wasn’t such a thought that you wouldn’t go. At least not in our family...(Marika)

..I didn’t have enough time for studying...father said that a I’m a grown man already and must start working as there was no one else left in the farm..(Arno)

Heleri

The resources for learning,

socialisation are limited

• Normative beliefs

• Learning values knowledge-

based• Self-confusion

The resources for learning,

socialisation are limited

• Normative beliefs

• Learning values knowledge-

based• Self-confusion

MemorisingRemembering-forgeting

Surviving

Recognising that youdon’t need to fear people

Fighting with myself

Knowledge

Knowing and answering

Interested in herselfOpening mindPersonal learning

expectations

Interested in herselfOpening mindPersonal learning

expectations

Understanding otherpeople/experiences

makes you understandothers

Being useful for someone,

for others with

something

MARIKA

I have to learn daily

Knowledge for managingin life

Practical knowledge

Arno

Life is learningLearning is lifeLearning values life-

basedLearning takes

LIFETIME

Life is learningLearning is lifeLearning values life-

basedLearning takes

LIFETIME

There are no obstacles for learning

Ability to decideand be responsible

Learning from peopleand situations

Ability to do thingsfor meand others

Learning is integrated to everyday life, learning is biographical, learning is life it self, learning is way of life which influences conceptions, life course, path of education, work and subjective career.

Interviewees (ages 21-40 y.) see learning mostly in connection with something practical, knowledge and skills, significant connections are with teaching and with acquisition of something, studing in school, succeeding and capability in life and work.

What has been learnt has to be interesting and practical. Reflective learning (self-analysing) is mainly not recognized and only few talk about it even though it has been pointed out that conception of learning is changing across life.

Conceptions and comprehensions of learning are not clearly conceptualised by younger interviewees (21-30 y) but in the background of all interviews it can be stated that conceptions change across life.

Learning is seen as development, personal growth and opportunity (40-51 y and older)

The oldest people are the more learning opportunities are recognised and valued in non-formal situation, without defining self as a learner.

The older is the interviewee, the more positive are learning opportunities, the richer, diverse and deeper are conceptions of learning, the more learning is valued, the more different learning opportunities are recognised and the more desire for learning is noticed.