Yetişkin eğitiminin politikalarının amaçlarının sorunlu hale getirilmesi: 'NEAAL' ve onun yaşam boyu öğrenme indirgemeci zihniyetine yönelik bir semiyolojik yaklaşım

Abstract

Çalışma, Avrupa Birliği düzeyinde Yetişkin Eğitimi Politikalarının (YEP) amaçlarını yeniden tanımlamayı hedeflemekte ve nitelikler ile ekonomik adaptasyona odaklanan geleneksel yaklaşımların ötesine geçerek, eleştirel, yaratıcı ve varoluşsal boyutları içeren sosyo-etik-politik bir çerçeveyi savunmaktadır. Çalışma, Biesta’nın yaşam boyu öğrenimdeki demokratik açık eleştirisine dayanarak, YEP'nin nitelik, sosyalleşme ve bireyselleşme olmak üzere üç eğitimsel alan üzerinden yeniden değerlendirilmesi çağrısında bulunmaktadır. Analiz, "2021-2030 Yetişkin Öğrenimine Yönelik Yeni Avrupa Gündemi Konseyi Kararı"na (NEAAL 2030) odaklanarak içerik analizi ve semiolojik bir yaklaşım kullanmaktadır; MAXQDA ise teorik çerçeveden tanımlanan kategorileri analiz etmek için kullanılmıştır. Araştırma, "eğitim", "öğrenme", "eğitim-öğretim" ve "beceriler" gibi temel kavramların anlamlarının daraltıldığını ve bunun Barthes’ın mitoloji eleştirisi ile uyumlu olduğunu ortaya koymaktadır. Bu daralma, YEP'de normalleşmiş bir söylemi sürdürüyor ve demokratik bir açık ile sınırlı bir teleolojik yaklaşıma yol açıyor. Tarafsız görünüme rağmen, NEAAL 2030, çoğulcu bakış açılarını göz ardı eden ve AB’nin yetişkin eğitimi içerisinde ilişkiselliği geliştiremeyen indirgemeci bir rejimi desteklemektedir. Araştırma, bu normalleşme ve indirgemeciliği eleştirerek, bireyleri güçlendiren ve AB yetişkin eğitimi politikalarında çeşitli perspektifleri tanıyan kapsamlı ve demokratik bir çerçeveyi savunmaktadır.

Keywords

• Yetişkin Eğitimi
• Ömür boyu eğitim
• Politikalar
• Eğitimsel Teleoloji

Problematising the Policies' Purposes of Adult Education: A Semiological Approach to the 'NEAAL' and Its Lifelong Learning Reductionist Mindset

Abstract

The study seeks to redefine the purposes of Adult Education Policies (AEP) at the EU level, moving beyond traditional views focused on qualifications and economic adaptation, and instead advocating for a socio-ethical-political framework. This framework incorporates critical, creative, and existential dimensions. Drawing on Biesta's critique of the democratic deficit in lifelong learning, the study calls for re-evaluating AEP through three educational domains: qualification, socialisation, and subjectification. The analysis centres on the "Council Resolution on a new European Agenda for Adult Learning 2021-2030" (NEAAL 2030), using content analysis and a semiological approach, with MAXQDA for analysing predefined categories from the theoretical framework. The investigation reveals that crucial concepts such as "education", "learning", "training", and "skills" are reduced in meaning, aligning with Barthes's critique of mythologies. This reduction perpetuates a normalised discourse in AEP, resulting in a democratic deficit and a limited teleological approach. Despite its purported neutrality, NEAAL 2030 endorses a reductionist regime that overlooks pluralistic perspectives and fails to foster relationality within the EU's adult education. The research challenges this normalisation and reductionism, advocating for a comprehensive and democratic framework that empowers individuals and recognises diverse perspectives in EU adult education policies.

Keywords

• Adult Education
• Lifelong Education
• Policies
• Educational Teleology

Supporting Institution

University of Coimbra

Ethical Statement

No ethical reports are necessary for this paper

References

1. Barros, R. (2012). From lifelong education to lifelong learning: Discussion of some effects of today’s neoliberal policies. European Journal for Research on the Education and Learning of Adults, 3(2), 119–134.
2. Barthes, R. (1972). Mythologies. The Noonday Press.
3. Biesta, G. (2004). Against learning: Reclaiming a language for education in an age of learning. Nordisk Pedagogik, 23, 70–82.
4. Biesta, G. (2006). Beyond learning: Democratic education for a human future. Paradigm Publishers.
5. Biesta, G. (2013). Interrupting the politics of learning. Power and Education, 5, 4–15.
6. Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 76–87. https://doi.org/10.1111/ejed.12109
7. Biesta, G. (2018). O dever de resistir: Sobre escolas, professores e sociedade. Educação, 41(1), 21–29.
8. Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411

9. Buber, M. (2023). I and thou (W. Kaufmann, Trans.; Paperback reissue). Free Press.
10. Campbell, C. (2019). Learnification and the attack on education. Epoché, 20.
11. Council of Europe. (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. https://rm.coe.int/16806ccc07
12. Council of the European Union. (2011). Council resolution on a renewed European agenda for adult learning (OJ No. C372/1).
13. Council of the European Union. (2020). Council conclusions on European teachers and trainers for the future. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020XG0609(02)
14. Council of the European Union. (2021). Council resolution on a new European agenda for adult learning 2021–2030 (OJ No. C504/9). https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32021G1214(01)
15. Council of the European Union. (2024). Council conclusions and resolutions. https://www.consilium.europa.eu/en/council-eu/conclusions-resolutions/
16. Delors, J., et al. (1996). Learning: The treasure within. UNESCO Publishing.
17. Delors, J., et al. (1998). Education, a treasure to discover. Ministério da Educação; Editora Cortez; UNESCO.
18. Durand, T. (1998). The alchemy of competence. In G. Hamel, C. K. Prahalad, H. Thomas, & D. O’Neal (Eds.), Strategic flexibility: Managing in a turbulent environment (pp. 301–330). John Wiley & Sons.
19. Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.
20. European Commission, European Education and Culture Executive Agency. (2021). Adult education and training in Europe: Building inclusive pathways to skills and qualifications (Eurydice report). Publications Office of the European Union. https://doi.org/10.2797/788535
21. Faure, E., Herrera, F., Kaddoura, A., et al. (1972). Learning to be: The world of education today and tomorrow. UNESCO.
22. García, A., & Jover, G. (2019). Happiness, education and democracy in the thought of Nel Noddings. Encounters in Theory and History of Education, 20(1), 24–44. https://doi.org/10.24908/encounters.v20i1.12840
23. Guimarães, P. (2017). The usefulness of adult education: Lifelong learning in the European Union and the Portuguese public policy. Studies in Adult Education and Learning, 23(4), 35–50. https://doi.org/10.4312/as.23.4.35-50
24. Hall, E. (2019). Aristotle’s way: Ten ways ancient wisdom can change your life. Vintage.
25. Han, B.-C. (2015). The burnout society. Stanford University Press.
26. Han, B.-C. (2020). The scent of time: A philosophical essay on the art of lingering. Polity Press.
27. Han, B.-C. (2024). Vita contemplativa: In praise of inactivity. Polity Press.
28. Klikauer, T. (2015). What is managerialism? Critical Sociology, 41(7–8), 1103–1119.
29. Lima, L. (2007). Educação ao longo da vida: Entre a mão direita e a mão esquerda de Miró. Cortez Editora.
30. Lima, L. (2022). Educação de adultos: Quanto mais larga e diversa, mais humana. In A. Loureiro & P. Feliciano (Eds.), Educação de adultos: Perspetivas e associativismo. APEFA.
31. McHenry, H. D. (1997). Education as encounter: Buber’s pragmatic ontology. Educational Theory, 47(3), 341–357.
32. Mikulec, B. (2018). Normative presumptions of the European Union’s adult education policy. Studies in the Education of Adults, 50(2), 133–151. https://doi.org/10.1080/02660830.2018.1522942
33. Milana, M., & Mikulec, B. (2023). Setting the new European agenda for adult learning 2021–2030: Political mobilisation and the influence of advocacy coalitions. European Journal for Research on the Education and Learning of Adults, 14(2), 205–228.
34. Morin, E. (2001). La méthode (Vol. 5): L’humanité de l’humanité: L’identité humaine. Le Seuil.
35. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. University of California Press.
36. Noddings, N. (2003). Happiness and education. Cambridge University Press.
37. Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press.