YAŞAM BOYU ÖĞRENME VE YETİŞKİN EĞİTİMİ KURAMI OLARAK BİYOGRAFİK ÖĞRENME

Abstract

Bu çalışmanın amacı uluslararası yetişkin öğrenmesi ve eğitimi alan yazınında araştırma, geliştirme ve tartışma konusu olan biyografik öğrenme kuramının incelenerek analiz edilmesidir. Nitel araştırma türünde olan bu çalışmanın veri toplama aşamasında doküman analizi, veri işleme ve sunumu aşamasında ise betimsel analiz çözümlemesi kullanılmıştır. Yaşam boyu öğrenme ve yetişkin eğitimi alanında otuz yıldan fazladır tartışılan kuramlardan biri olan biyografik öğrenme, eğitim sosyoloğu Peter Alheit tarafından geliştirilmiştir. Kuramın sosyolojik alt yapısı oluşturulurken Luhmann’ın otopoez, Bourdieu’nun habitus kavramından etkilenilmiştir. Biyografik öğrenmenin eğitim boyutunda ise Dewey’in deneyimlerin sürekliliği ve Freire’nin öğrenerek bilinçlenme görüşlerinin etkisi vardır. Biyografik öğrenmede öne çıkan en önemli kavram biyografikliktir. Boylamsal araştırmaların tercih edildiği biyografik öğrenme kuramında temalar üzerinden anlatılan yaşam öyküleri öğrenmenin kaynağını oluşturur. Öğrenme, bireylerin yaşam öykülerine başka anlamlar yüklemesiyle gerçekleştiğinden bu durum olumlu ya da olumsuz yönde deneyimlenebilir. Ulusal alan yazında makale türünde bir ilk olan bu çalışmanın, Türkiye’de yetişkin eğitimi ve yaşam boyu öğrenme alanında yapılacak olan ilgili çalışmalara öncülük etmesi beklenmektedir.

Keywords

• biyografik öğrenme
• yetişkin eğitimi
• yaşam boyu öğrenme
• biyografiklik

BIOGRAPHICAL LEARNING AS A LIFELONG LEARNING AND ADULT EDUCATION THEORY

Abstract

The aim of this study is to analyze biographical learning, which is one of the subject matters of research, development and discussion in the international adult learning and education literature. In this qualitative research, document analysis was used in the data collection stage, and descriptive analysis was applied in the data processing and presentation stage. Biographical learning, one of the theories that has been discussed in the field of lifelong learning and adult education for more than three decades, was developed by educational sociologist Peter Alheit. While creating the sociological infrastructure of the theory, Luhmann's concept of autopoiesis and Bourdieu's habitus played important roles. On the educational side of biographical learning, Dewey's continuity of experiences and Freire's views on raising awareness by learning were effective. The most important concept that comes to the fore in biographical learning is biographicity. In the biographical learning theory, in which longitudinal studies are preferred, life stories told through themes constitute the source of learning. Since learning occurs when individuals attribute different meanings to life stories, the process can take place either positive or negative way. This study, which is the first of its kind in the national literature, is expected to lead the related studies in the field of adult education and lifelong learning in Turkey.

Keywords

• biographical learning
• adult education
• lifelong learning
• biographicity

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