Learning in the context of
life course and life experience
Larissa Jõgi
Katrin Karu
Tallinn University
Faculty of Educational Sciences
Chair of Adult Education
If we believe in learning from our own experience
and that of others
we have to learn to listen with critical patience
Stefen Brookfield
Life course, learning and life
experience
• Learning takes place in the context of life course
and is discussed as personal development
process (Jameison, Miller & Stafford 1998)
• Life is seen as a journey across time (Jarvis
1998), as life-span or as life trajectory that
unites different life periods and life events
(Tulva 1998)
• Human life is connected with time. Development
and learning occurs throughout life and time is
perceived as past, present and future. In
different stages of life uniqueness of a person
appears (Jarvis 1998)
Research
Presentation is based on research Andragogical,
social and psychological factors co-influence on
learning readiness and training activeness in the
context of lifelong learning, which originates
from expectancy that:
• Adult learning is socially determined by taking
place in interaction between the individuals and
social context.
• Learning always takes place in social
environment or social situation.
• The essence of learning is life-wide and life-long
but also social including socialization,
internalisation – externalisation throughout all
life course.
Life course and learning
Life course is connected to learning and
affected by social environment, cultural
and social background, prior life
experiences, life knowledge and changes
in personal and social life
Alheit 1996, Alheit & Dausien 2002,
Alheit 2005, Bauman 2000
Life course and learning
Learning in life course context is treated
as lifelong, biographical, influencing
individual as a whole in interpreting and
widenening one`s meaning perspectives
Alheit 1996, Jameison, Miller & Stafford 1998
The aim of our presentation is to construct a
possible interpretation of the nature of personal
conceptions of learning, learning experience in
the life course context.
In time perspective every person is influenced
by social environment, social roles of the
generation, social position, age, life course and
events related to life-span but also processes in
society which in turn influences formation of
learning conceptions.
Subjective learning conceptions,
comprehensions of learning are formed in
socio-cultural environment. Analyses of
these comprehensions makes possible to
analyse the essence of adult learning and
formation of learning conceptions in the
context of life course of different
generations.
Alheit 1996, Alheit & Dausien 2002, Alheit 2005, Bauman 2000
Jarvis 1992, 1998, Jõgi 2004, Jõgi & Karu 2004, Merriam &
Caffarella 1999, Säljo 2003.
In the presentation we will compare Datum
(M. van Manen), which is based on three
interviews (Heleri, Marika, Arno). We were
looking for structurally significant differencies
(Diltney)/ structural nexus (Denzin), which is
individual, unique and particular.
Research questions
How do adults from different
generations
understand and
interpret learning in their
own
life course?
What are the factors influencing the
development
of learning comperhensions ?
How adult learning
comprehensions
develope ?
Empirical data were collected by 55 in-depth
interviews during 2004
Sample
Generations representatives of Estonians.
20 -30 y., 31-40 y., 41-50 y.,51-60 y., 61 -70 y.,
71-80 y., 81 – 90 y.)
Interpretation of empirical data is based on
hermeneutical-phenomenographical approach
and inductive analyses (holistical aspect)
(Alheit, 1994, Marton & Booth 1997)
Inductive analyse
Max van Manen, 2001
Meanings - categories
Reconstructing
experience
Describing
Confronting
What does it mean?
What was/is important in social context,
situations, in relations, in time, in place?
Research goal
Comparative analyse of learning conceptions
amongst generations
Research subject is adults’ conception of
learning.
Conception is a construction of thought which
forms on the bases of thinking of some
phenomenon. Conception is not an opinion, it is
permanent image of something. According to
conceptions person interprets phenomenon.
(Alheit 1996, Kuurme 2000)
Results
Based on analysis of 55 interviews following can be pointed
out:
•
•
•
•
•
The more educated one is
The more is learned
The more is wanted to be learned
The more active one wants to be
The more widely and deeply learning possibilities and learning is
understood and valued
The more diverse and life-wide the road of education is, the more positive learning/life
experiences has been, the most is being learned, is wished to being learned and wished to being
active, the more and deeper is understood and valued learning opportunities and learning.
People learn everywhere, from everything and continuously.
Heleri
1982
22 years old
working student
Marika
1967
37 years old
higher education
civil engineer
Arno
1905
99 years old
vocational
education
retired
Life course context
Soviet time
1918
Estonian
Republic
ARNO 99
man
1905
1940 -1945
World War II
MARIK A 37
woman
1967
1991
Estonia Republic,
Restoration of
independence
HELERI 22
woman
1982
Distinction of conceptions is affected by social
frame of different life experiences, life stages or
life situations.
LEARNING
Learning is understood, defined, talked about
and explained in life context differently.
MARIKA
Mid-day
HELERI
Sun-rise
ARNO
Sun-set
Learning and experience
experience
L
e
a
r
ME
n
i
Personal Life
S o c i al c ontext
n
g
Meanings given to learning:
acquisition, implementation into
practice, managing, life it self.
... I’m acquiring knowledge...then I’m able to
compete. I’m not more dumb than others...but
if there’s too much I get tired...(Heleri)
... Acquiring new skills and knowledge that can
be practically used...to broaden the mind, to
understand things better...acquiring
experience. To manage in life...(Marika)
... You learn something more nearly until
death...all life you learn for living...(Arno)
Self-cognition/attitude
towards one self
...I have bad memory...lately I can’t
remember things very well...It
happens that I forget (Heleri)
...in that sense it is never too late to
study...you have to be interested in
it yourself..(Marika)
... obstacles for learning I don’t really
have...(Arno)
Life as learning opportunity
–experience, adaptation
... I’m kind of curious, if there is something more
interesting than learning then I instantly depart
from the topic...I’d terribly want to escape from
this and I fight with myself...(Heleri)
... this is learning, isn’t it, when you go around
open minded...situation, that you hear something
from somewhere...hear some kind of news from
radio...(Marika)
... I learned a lot in prison camp...attitude to other
people I learned in there...that violence can not
be defeated with violence...(Arno)
What is valued in learning?
... if
I have to pass an exam...I like when I know the
answers (Heleri)
... You are capable to do something, you can be
useful to someone with something, not just for
yourself...to be useful for the society (Marika)
... still remember when I was working and going to
places...things achieved at those times.
What I was able to do things and that was useful
for me and for others and there are quite a lot of
those things done not too few in life at
all...(Arno)
Responsibility and control
over life and studies
... now I have to survive the last year, then I’ll have a little
break...for a year I’d like to rest...all life long you have to
study but if it comes with high concentration then it’s not
good...(Heleri)
... a person has a mind. You have to make it clear to yourself
in your head that you have to do it and then you have to
make it delightful for yourself...(Marika)
... (in prison camp)...then I started to wonder, that I don’t
know how to get to work, what kind is the work and now I
need to decide...(work) I went to the blacksmith’s shop and
I had my own room and own decisions...(Arno)
Relations,others,people
...I’ve learned that bosses are also human. You
needn’t fear them. If there is something then you
can just go and talk...(Heleri)
...tolerance...that you just understand that there
are so many opinions. I wouldn’t say that it is
conformation, it is more understanding,
experience that makes you understand and
count on other person...(Marika)
... getting to know people...more thorough knowing
takes time...have to be attentive...(Arno)
Work environment, work
itself as learning
...I don’t know how to express myself in connection
with this work and I have to learn new things all
the time...(Heleri)
...Here there are new things daily that you have to
learn....every kind...demands..(Marika)
...as a brigade leader...a lot needed to be learnt
and understood that it’s difficult with
people...two sides were formed...had to learn
how to manage. Across time it disappeared and
it was seen that it won’t take you far...(Arno)
Expectations, norms from
social environment
...after high school I didn’t have a break – straight
to the university as it’s common in here (Heleri)
...if you weren’t fallen on a head at school...off you
go to the university. There wasn’t such a thought
that you wouldn’t go. At least not in our
family...(Marika)
..I didn’t have enough time for studying...father
said that a I’m a grown man already and must
start working as there was no one else left in the
farm..(Arno)
Heleri
Recognising that you
don’t need to fear people
Knowing and answering
Memorising
Remembering-forgeting
Knowledge
Surviving
The resources for
learning,
socialisation
are limited
• Normative
beliefs
• Learning
values
knowledgebased
• Self-confusion
Fighting with myself
Practical knowledge
MARIKA
Knowledge for managing
in life
Interested in herself
Opening mind
Personal learning
expectations
Understanding other
people/experiences
makes you understand
others
I have to learn daily
Being useful
for someone,
for others
with
something
There are no obstacles for learning
Life is learning
Learning is life
Learning values lifebased
Learning takes
LIFETIME
Arno
Learning from people
and situations
Ability to do things
for me
Ability to decide
and
and be responsible
others
Learning is integrated to everyday life, learning
is biographical, learning is life it self, learning is
way of life which influences conceptions, life
course, path of education, work and subjective
career.
Interviewees (ages 21-40 y.) see learning
mostly in connection with something
practical, knowledge and skills,
significant connections are with teaching
and with acquisition of something,
studing in school, succeeding and
capability in life and work.
What has been learnt has to be interesting and
practical.
Reflective learning (self-analysing) is mainly not
recognized and only few talk about it even
though it has been pointed out that conception
of learning is changing across life.
Conceptions and comprehensions of learning
are not clearly conceptualised by younger
interviewees (21-30 y) but in the background of
all interviews it can be stated that conceptions
change across life.
Learning is seen as development,
personal growth and opportunity
(40-51 y and older)
The oldest people are the more learning
opportunities are recognised and valued
in non-formal situation, without defining
self as a learner.
The older is the interviewee, the more
positive are learning opportunities, the
richer, diverse and deeper are
conceptions of learning, the more
learning is valued, the more different
learning opportunities are recognised
and the more desire for learning is
noticed.