Overview
- Advances a new theory of learning
- Illustrates the argument with interesting empirically grounded exemplars of informal learning
- Challenges common taken-for-granted assumptions about learning
- Invites a rethink of what lifelong learning might mean
- Provides recommendations for policy makers, theorists and practitioners
Part of the book series: Lifelong Learning Book Series (LLLB, volume 7)
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
About this book
For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges.
Authors and Affiliations
Bibliographic Information
Book Title: Recovering Informal Learning
Book Subtitle: Wisdom, Judgement and Community
Authors: Paul Hager, John Halliday
Series Title: Lifelong Learning Book Series
DOI: https://doi.org/10.1007/1-4020-5346-0
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2006
Hardcover ISBN: 978-1-4020-5345-0Published: 08 February 2007
Softcover ISBN: 978-1-4020-9295-4Published: 14 October 2008
eBook ISBN: 978-1-4020-5346-7Published: 23 May 2007
Series ISSN: 1871-322X
Series E-ISSN: 2730-5325
Edition Number: 1
Number of Pages: XIV, 280
Topics: Educational Policy and Politics, Educational Philosophy, Professional & Vocational Education, Learning & Instruction, Sociology of Education