终身学习的空间维度探析:表征与意蕴

Exploring the Spatial Dimensions of Lifelong Learning:Representations and Connotations

以空间维度探析终身学习的理论,是基于人文社会科学的空间转向,回归理论发展的原初维度,揭示终身学习的表征与意蕴。作为“呈现”的终身学习,关注终身学习在特定空间的具体呈现和表达;作为“再生产”的终身学习,侧重其过程性、结果性和阐释性;作为“文化”的终身学习,是一种观念实体,也是一种无意识的再生产。在经验层面探究终身学习,则是日常生活学习、生活历史学习和日常实践中知晓的共同作用;回归终身学习术语自身,其诗性阐释蕴含着丰富的社会、文化和历史的内涵;而在终身学习的制度层面,政策网络的实然将终身学习置于地方与全球的互动关系之中。从空间维度探究终身学习,是基于整合的角度,以终身学习者为中心、以终身学习实践为基本考察对象,对于既有理论的反思与发展,也是对于终身学习理论本土化的努力与尝试。

Exploring the theory of lifelong learning from the perspective of spatial dimension is based on the spatial turn of humanities and social sciences,to return to the original dimension of theoretical development,and to reveal the representations and connotations of lifelong learning.Lifelong learning as"presentation"focuses on the specific presentation and expression of lifelong learning in a specific space.As"reproduction",lifelong learning focuses on its process,result and interpretation.As"culture",lifelong learning is a kind of conceptual entity,but also a kind of unconscious reproduction.Exploring lifelong learning at the experience level is the common action of daily life learning,life history learning and knowledge in daily practice.Returning to the term of lifelong learning itself,its poetic interpretation contains rich social,cultural and historical connotations.On the institutional level of lifelong learning,the reality of policy network places lifelong learning in the local and global interaction.Exploring lifelong learning from the spatial dimension is based on the perspective of integration,with lifelong learners as the center and lifelong learning practice as the basic object of investigation.It is the reflection and development of existing theories as well as the efforts and attempts to localize lifelong learning theories.