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YAŞAM BOYU ÖĞRENME VE YETİŞKİN EĞİTİMİ KURAMI OLARAK BİYOGRAFİK ÖĞRENME

Yıl 2023, Cilt: 13 Sayı: 2, 1146 - 1162, 31.05.2023
https://doi.org/10.24315/tred.1124714

Öz

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.

Kaynakça

  • Agapova, O. (2007). Biographical learning in adult education. Adult Education and Development, 68, 45.
  • Akın, G. (2014). Andragoji kavramı ve andragoji ile pedagoji arasındaki fark. Ankara University Journal of Faculty of Educational Sciences (JFES), 47(1), 279-300 . DOI: 10.1501/Egifak_0000001327
  • Akın, G. (2022). Yaşam seyrindeki öğrenme yolları: yaşam boyu, yaşam genişliğinde ve yaşam derinliğinde. Ankara University Journal of Faculty of Educational Sciences (JFES), 1-33. DOI: 10.30964/auebfd.917069
  • Akpınar, B. (2010). Transformatif öğrenme kuramı: Dönüşerek ve değişerek öğrenme. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 10(2), 185-198.
  • Alheit, P. (1992). The biographical approach to adult education. Adult Education in the Federal Republic of Germany. Scholarly Approaches And Professional Practice, 186-221.
  • Alheit, P. (1994). The “biographical question” as a challenge to adult education. International Review of Education, 40(3–5), 283–298.
  • Alheit, P. (2005). Stories and structures: An essay on historical times, narratives and their bidden impact on adult learning. Studies in the Education of Adults, 37(2), 201-212.
  • Alheit, P. (2018a). Biographical learning-within the new lifelong learning discourse. In Illeris, K. (Ed.). Contemporary Theories of Learning: Learning Theorists... in Their Own Words. Routledge.
  • Alheit, P. (2018b). The concept of “biographicity” as background theory of lifelong learning?. Dyskursy Młodych Andragogów, 19, 9-22.
  • Alheit, P. (2021). Biographicity as' mental grammar'of postmodern life. European Journal for Research on the Education and Learning of Adults, 12(1), 81-94.
  • Alheit, P., Bron-Wojciechowska, A., Brugger, E., & Dominicé, P. (Eds.). (1995). The biographical approach in European adult education. Vienna: Verband Wiener Volksbildung.
  • Alheit, P., & Dausien, B. (2002). The double face of lifelong learning: Two analytical perspectives on a ‘silent revolution’. Studies in the Education of Adults, 34(1), 3–22.
  • Avrupa Komisyonu [European Commission]. (2000). A Memorandum on Lifelong Learning. Brussels: European Community. https://uil.unesco.org/i/doc/lifelong-learning/policies/european-communities-a-memorandum-on-lifelong-learning.pdf (Erişim Tarihi:23/04/2022)
  • Avrupa Komisyonu [European Commission]. (2019). Key competencies for lifelong learning. Luxembourg: Publications Office of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018SC0014&from=EN (Erişim Tarihi:03/04/2022)
  • Beck, U. (1992). From industrial society to the risk society: Questions of survival, social structure and ecological enlightenment. Theory, Culture & Society, 9(1), 97-123.
  • Biesta, G. (2006). What's the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3-4), 169-180.
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149.
  • Bourdieu, P. (1984). A social critique of the judgement of taste. Traducido del francés por R. Nice. Londres, Routledge.
  • Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
  • Christensen, M. K. (2007). Biographical learning as health promotion in physical education. A Danish case study. European Physical Education Review, 13(1), 5-24.
  • Christensen, M.K. (2012). Biographical Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
  • Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 2008(119), 61-70.
  • Corbin, J. S., and Strauss, A. A. (2008). Strategies for qualitative data analysis. Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory, 3.
  • Davenport III, J., & Davenport, J. A. (1985). Knowles or Lindeman: Would the real father of American andragogy please stand up. Lifelong Learning, 9(3), 4-5.
  • Elias, J. L., & Merriam, S. B. (1980). Philosophical foundations of adult education. Huntington: Robert E. Krieger Publishing Company.
  • Field, J. (2000). Lifelong learning and the new educational order. Trentham Books, Ltd., Westview House, 734 London Road, Stoke on Trent, ST4 5NP, United Kingdom UK.
  • Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20(1-2), 3-15.
  • Glastra, F. J., Hake, B. J., & Schedler, P. E. (2004). Lifelong learning as transitional learning. Adult Education Quarterly, 54(4), 291-307.
  • Goodson, I. F., Biesta, G., Tedder, M., & Adair, N. (2010). Narrative learning. Routledge.
  • Hallqvist, A. (2014). Biographical learning: two decades of research and discussion. Educational Review, 66(4), 497-513.
  • Hallqvist, A., Ellström, P., & Hyden, L. (2012). The many faces of biographical learning. Studies in the Education of Adults, 44(1), 70–84.
  • Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. Routledge.
  • Joas, H. (1996). The creativity of action. University of Chicago Press.
  • Illeris, K. (Ed.). (2018). Contemporary theories of learning: learning theorists... in their own words. Routledge: 153.
  • İnal, K. (2018). Eleştirel pedagojinin eleştirisi. Eleştirel Pedagoji, 17-38.
  • Kaygın, H. (2020). Kavram ve bağlam. (H. Kaygın, İ. Ç. Ulus, B. Çukurbaşı, Eds.). Hayat Boyu Öğrenme. PegemAkademi, (1-15).
  • Kawalilak, C., & Groen, J. (2014). Pathways of adult learning: Professional and education narratives. Canadian Scholars’ Press.
  • Kesik, F., & Bayram, A. (2015). Eğitim sisteminin eleştirel pedagoji perspektifinden bir değerlendirmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3).
  • Kohli, M. (1988). Normalbiographie und Individualität. Zur institutionellen Dynamik des gegenwärtigen Lebenslaufregimes. In H.-G. Brose & B. Hildenbrandt (Eds.), Vom Ende des Individuums zur Individualität ohne Ende (pp. 33-53). Opladen: Leske + Budrich.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lawson, M. (1993). NFS Grundtvig. Education (Paris, UNESCO: International Bureau of Education), 23(3/4), 613-23.
  • Licen, N., & Hocevar-Ciuha, S. (2012). Learning in everyday life: Towards a new method of researching the field. Facta Universitatis-series: Philosophy, Sociology, Psychology and History, 11(1), 55-66.
  • Luhmann, N. (1995). Social systems. (J. Bednarz,Jr., & D. Baecker, Trans.) Stanford University Press.
  • Malkoç, G. (1989). Andragoji. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 1(1), 88-95.
  • Merriam, S. B., Caffarella, R. S., ve Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. John Wiley& Sons, Inc.
  • Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering Critical Reflection in Adulthood, 1(20), 1-6. Chapter 1, Jossey Bass, pp. 1- 20.
  • Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
  • Miser, R. (2020). Yaşamboyu ve yaşamgenişliğinde öğrenme. (R. Miser, Ed.). Yaşamboyu Öğrenme ve Yetişkin Eğitimi. Nobel Akademik Yayıncılık, (3-16).
  • Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 2008(119), 61-70.
  • Tedder, M., & Biesta, G. (2007, March). Learning from life and learning for life: Exploring the opportunities for biographical learning in the lives of adults. In ESREA Conference on Life History and Biography, Roskilde University, Denmark (pp. 1-4).
  • Tedder, M., & Biesta, G. (2009). Biography, transition and learning in the lifecourse: the role of narrative. In Researching Transitions in Lifelong Learning (pp. 86-100). Routledge.
  • Ural, O. (2020). Dönüştürücü öğrenme. (R. Miser, Ed.). Yaşamboyu Öğrenme ve Yetişkin Eğitimi. Nobel Akademik Yayıncılık, (3-16).
  • Warren, C. (2011). The international reception of NFS Grundtvig’s educational ideas. The school for Life: NFS Grundtvig on Education for the People, 352-369.
  • West, L., Alheit, P., Anderson, A. S., & Merrill, B. (Eds.). (2007). Using biographical and life history approaches in the study of adult and lifelong learning: European perspectives (Vol. 2). Frankfurt: Peter Lang.
  • Wright, R. R. (2010). Narratives from popular culture: Critical implications for adult education. New Directions for Adult and Continuing Education, 2010(126), 49-62.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. 10. Basım, Seçkin Yayınları, Ankara, Türkiye: 194.

BIOGRAPHICAL LEARNING AS A LIFELONG LEARNING AND ADULT EDUCATION THEORY

Yıl 2023, Cilt: 13 Sayı: 2, 1146 - 1162, 31.05.2023
https://doi.org/10.24315/tred.1124714

Öz

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.

Kaynakça

  • Agapova, O. (2007). Biographical learning in adult education. Adult Education and Development, 68, 45.
  • Akın, G. (2014). Andragoji kavramı ve andragoji ile pedagoji arasındaki fark. Ankara University Journal of Faculty of Educational Sciences (JFES), 47(1), 279-300 . DOI: 10.1501/Egifak_0000001327
  • Akın, G. (2022). Yaşam seyrindeki öğrenme yolları: yaşam boyu, yaşam genişliğinde ve yaşam derinliğinde. Ankara University Journal of Faculty of Educational Sciences (JFES), 1-33. DOI: 10.30964/auebfd.917069
  • Akpınar, B. (2010). Transformatif öğrenme kuramı: Dönüşerek ve değişerek öğrenme. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 10(2), 185-198.
  • Alheit, P. (1992). The biographical approach to adult education. Adult Education in the Federal Republic of Germany. Scholarly Approaches And Professional Practice, 186-221.
  • Alheit, P. (1994). The “biographical question” as a challenge to adult education. International Review of Education, 40(3–5), 283–298.
  • Alheit, P. (2005). Stories and structures: An essay on historical times, narratives and their bidden impact on adult learning. Studies in the Education of Adults, 37(2), 201-212.
  • Alheit, P. (2018a). Biographical learning-within the new lifelong learning discourse. In Illeris, K. (Ed.). Contemporary Theories of Learning: Learning Theorists... in Their Own Words. Routledge.
  • Alheit, P. (2018b). The concept of “biographicity” as background theory of lifelong learning?. Dyskursy Młodych Andragogów, 19, 9-22.
  • Alheit, P. (2021). Biographicity as' mental grammar'of postmodern life. European Journal for Research on the Education and Learning of Adults, 12(1), 81-94.
  • Alheit, P., Bron-Wojciechowska, A., Brugger, E., & Dominicé, P. (Eds.). (1995). The biographical approach in European adult education. Vienna: Verband Wiener Volksbildung.
  • Alheit, P., & Dausien, B. (2002). The double face of lifelong learning: Two analytical perspectives on a ‘silent revolution’. Studies in the Education of Adults, 34(1), 3–22.
  • Avrupa Komisyonu [European Commission]. (2000). A Memorandum on Lifelong Learning. Brussels: European Community. https://uil.unesco.org/i/doc/lifelong-learning/policies/european-communities-a-memorandum-on-lifelong-learning.pdf (Erişim Tarihi:23/04/2022)
  • Avrupa Komisyonu [European Commission]. (2019). Key competencies for lifelong learning. Luxembourg: Publications Office of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018SC0014&from=EN (Erişim Tarihi:03/04/2022)
  • Beck, U. (1992). From industrial society to the risk society: Questions of survival, social structure and ecological enlightenment. Theory, Culture & Society, 9(1), 97-123.
  • Biesta, G. (2006). What's the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3-4), 169-180.
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149.
  • Bourdieu, P. (1984). A social critique of the judgement of taste. Traducido del francés por R. Nice. Londres, Routledge.
  • Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
  • Christensen, M. K. (2007). Biographical learning as health promotion in physical education. A Danish case study. European Physical Education Review, 13(1), 5-24.
  • Christensen, M.K. (2012). Biographical Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
  • Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 2008(119), 61-70.
  • Corbin, J. S., and Strauss, A. A. (2008). Strategies for qualitative data analysis. Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory, 3.
  • Davenport III, J., & Davenport, J. A. (1985). Knowles or Lindeman: Would the real father of American andragogy please stand up. Lifelong Learning, 9(3), 4-5.
  • Elias, J. L., & Merriam, S. B. (1980). Philosophical foundations of adult education. Huntington: Robert E. Krieger Publishing Company.
  • Field, J. (2000). Lifelong learning and the new educational order. Trentham Books, Ltd., Westview House, 734 London Road, Stoke on Trent, ST4 5NP, United Kingdom UK.
  • Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20(1-2), 3-15.
  • Glastra, F. J., Hake, B. J., & Schedler, P. E. (2004). Lifelong learning as transitional learning. Adult Education Quarterly, 54(4), 291-307.
  • Goodson, I. F., Biesta, G., Tedder, M., & Adair, N. (2010). Narrative learning. Routledge.
  • Hallqvist, A. (2014). Biographical learning: two decades of research and discussion. Educational Review, 66(4), 497-513.
  • Hallqvist, A., Ellström, P., & Hyden, L. (2012). The many faces of biographical learning. Studies in the Education of Adults, 44(1), 70–84.
  • Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. Routledge.
  • Joas, H. (1996). The creativity of action. University of Chicago Press.
  • Illeris, K. (Ed.). (2018). Contemporary theories of learning: learning theorists... in their own words. Routledge: 153.
  • İnal, K. (2018). Eleştirel pedagojinin eleştirisi. Eleştirel Pedagoji, 17-38.
  • Kaygın, H. (2020). Kavram ve bağlam. (H. Kaygın, İ. Ç. Ulus, B. Çukurbaşı, Eds.). Hayat Boyu Öğrenme. PegemAkademi, (1-15).
  • Kawalilak, C., & Groen, J. (2014). Pathways of adult learning: Professional and education narratives. Canadian Scholars’ Press.
  • Kesik, F., & Bayram, A. (2015). Eğitim sisteminin eleştirel pedagoji perspektifinden bir değerlendirmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3).
  • Kohli, M. (1988). Normalbiographie und Individualität. Zur institutionellen Dynamik des gegenwärtigen Lebenslaufregimes. In H.-G. Brose & B. Hildenbrandt (Eds.), Vom Ende des Individuums zur Individualität ohne Ende (pp. 33-53). Opladen: Leske + Budrich.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lawson, M. (1993). NFS Grundtvig. Education (Paris, UNESCO: International Bureau of Education), 23(3/4), 613-23.
  • Licen, N., & Hocevar-Ciuha, S. (2012). Learning in everyday life: Towards a new method of researching the field. Facta Universitatis-series: Philosophy, Sociology, Psychology and History, 11(1), 55-66.
  • Luhmann, N. (1995). Social systems. (J. Bednarz,Jr., & D. Baecker, Trans.) Stanford University Press.
  • Malkoç, G. (1989). Andragoji. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 1(1), 88-95.
  • Merriam, S. B., Caffarella, R. S., ve Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. John Wiley& Sons, Inc.
  • Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering Critical Reflection in Adulthood, 1(20), 1-6. Chapter 1, Jossey Bass, pp. 1- 20.
  • Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
  • Miser, R. (2020). Yaşamboyu ve yaşamgenişliğinde öğrenme. (R. Miser, Ed.). Yaşamboyu Öğrenme ve Yetişkin Eğitimi. Nobel Akademik Yayıncılık, (3-16).
  • Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 2008(119), 61-70.
  • Tedder, M., & Biesta, G. (2007, March). Learning from life and learning for life: Exploring the opportunities for biographical learning in the lives of adults. In ESREA Conference on Life History and Biography, Roskilde University, Denmark (pp. 1-4).
  • Tedder, M., & Biesta, G. (2009). Biography, transition and learning in the lifecourse: the role of narrative. In Researching Transitions in Lifelong Learning (pp. 86-100). Routledge.
  • Ural, O. (2020). Dönüştürücü öğrenme. (R. Miser, Ed.). Yaşamboyu Öğrenme ve Yetişkin Eğitimi. Nobel Akademik Yayıncılık, (3-16).
  • Warren, C. (2011). The international reception of NFS Grundtvig’s educational ideas. The school for Life: NFS Grundtvig on Education for the People, 352-369.
  • West, L., Alheit, P., Anderson, A. S., & Merrill, B. (Eds.). (2007). Using biographical and life history approaches in the study of adult and lifelong learning: European perspectives (Vol. 2). Frankfurt: Peter Lang.
  • Wright, R. R. (2010). Narratives from popular culture: Critical implications for adult education. New Directions for Adult and Continuing Education, 2010(126), 49-62.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. 10. Basım, Seçkin Yayınları, Ankara, Türkiye: 194.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Gulden Akın 0000-0002-7875-5898

Erken Görünüm Tarihi 26 Mayıs 2023
Yayımlanma Tarihi 31 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 2

Kaynak Göster

APA Akın, G. (2023). YAŞAM BOYU ÖĞRENME VE YETİŞKİN EĞİTİMİ KURAMI OLARAK BİYOGRAFİK ÖĞRENME. Trakya Eğitim Dergisi, 13(2), 1146-1162. https://doi.org/10.24315/tred.1124714