论终身学习的存在之维被引量：1

下载PDF

导出

摘要为迎接后现代社会的变化和不确定性挑战,终身学习者被期待由聚焦拥有多少静态知识转向开发在变化中搞清动态知识的能力。这种动态能力坚持人的"柔性"或适应性,它成为成人学习者向终身学习者转变的基础,其真实的角色和最终目的不是简单的"学习认知"而是"学习存在"。

作者张创伟

机构地区嘉兴城市大学

出处《浙江学刊》 CSSCI 北大核心 2013年第4期219-224,共6页 Zhejiang Academic Journal

基金全国教育科学"十二五"规划教育部重点课题<西方学习型社会创建的历史背景与实践内涵研究>(课题批准号:DKA120305)

关键词后现代终身学习存在

参考文献18

1Hake,B. Lifelong learning in late modernity t The challenges to society, Organizations, and individuals, Adult Education Quarterly, 1999,49, pp. 79 - 90.
2Cross-Durant, A. John Dewey and lifelong education, In P. Jarvis(ed. ), Twentieth century thinks in adulteducation, London, England: Routledge 1987. pp. 63 - 73.
3Bonnie Burstow, Adult education ASartean-based perspective, in Peter Jarvis. From Adult Education to Learning Society. Routledge. London And New York . 2006. pp. 265,265,265,269,269,271,271.
4Dewey,J. Philosophy and civilization. Gloucester,MA:Peter Smith. 1968.
5Dewey,J. Experience and nature. New York,NY:Dover. 1958. pp. 1,2.
6Usher,R. Self and experience in adult learning. In R. Harrison,Supporting lifelonglearning , London,England= Rout- ledge Falmer. 2002. pp. 78-79.
7Thomas Storme. The Experience of Childen and the Learning society = Allowing the Child to be Philosophical and Phi- losophy to .be Childish. Journal of Philosophy, Vol. 45, No. 2,2011. pp. 186,186,186.
8Dewey,J. Reconstruction in philosophy. New York,NY:Dove. 2004.
9Ya-hui Su. Lifelong learning as Bebing:The Heideggerian perspective. Adult Education Quarterly, 2011. pp. 61,61,62.
10Heidegger,M. Being and time. London,England:Blackwell. 1978. p. 78.

浙江学刊

2013年第4期

内容加载中请稍等...