Educational Psychology

Download Recovering Informal Learning: Wisdom, Judgement and by Paul Hager, John Halliday PDF

By Paul Hager, John Halliday

For too lengthy, theories and practices of studying were ruled by means of the necessities of formal studying. with no trouble this publication seeks to cajole readers via philosophical argument and empirically grounded examples that the stability could be shifted again in the direction of the casual. those arguments and examples are taken from casual studying in very varied occasions, similar to in relaxation actions, as a coaching for and as a part of paintings, and as a method of surviving bad situations like dead-end jobs and incarceration. casual studying might be fruitfully considered constructing the means to make context delicate judgments in the course of ongoing useful involvements of numerous forms. Such involvements are inevitably indeterminate and opportunistic. for that reason there's a significant problem to coverage makers in transferring the stability in the direction of casual studying with no destroying the very issues which are fascinating approximately casual studying and certainly studying often. The publication has implications accordingly for formal studying too and how that instructing may well continue inside of officially constituted academic associations akin to faculties and faculties.

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Extra info for Recovering Informal Learning: Wisdom, Judgement and Community (Lifelong Learning Book Series)

Sample text

They are in a different category. To confuse the sense in which learning is formal with the sense in which manners, dress and interpersonal relations can be formal, is to commit a category mistake. But Colley, Hodkinson & Malcolm want to include teachers’ approaches to students (how they address them, what sorts of things they chat about to them (2003: 34); presumably even what clothing they wear) in the formal/informal learning mix. Likewise, according to them, if someone ostensibly learning informally from practice looks up some information in a book or asks someone who knows, they view this as a formal element in an otherwise largely informal mix (2003: 44).

The attributes of informality and formality are interrelated in crucial ways in all learning situations. Their argument for the first principle stems from two sources. Firstly, from their survey and summary of the main approaches by other authors to characterising informal learning. Foregrounding the differences and inconsistencies between the various authors that they identified in their survey, Colley, Hodkinson & Malcolm conclude that …. it is not possible to clearly define separate ideal types of formal and informal learning which bear any relation to actual learning experiences.

However, most of the writers that they consider suggest that there is no hard and fast boundary between formal and informal. g. Stern & Sommerlad (1999) propose a ten-step continuum from the formal to the informal. Finally, Colley, Hodkinson & Malcolm discuss a detailed approach by Livingstone (2001) that subtly combines elements of the theoretical and political approaches to distinguish between four categories: formal education, non-formal education, informal education/training, and informal learning.

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