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

Öz

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.

Anahtar Kelimeler

• 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

Öz

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.

Anahtar Kelimeler

• Adult Education
• Lifelong Education
• Policies
• Educational Teleology

Kaynakça

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