Aim: The aim is to elucidate issues related to contextual learning and action competence taking adult life spheres and professional practice as the point of departure . Background. Structural changes related to post-industrial society such as global competition, economic restructuring, new technology and emerging network systems as well as dissolved time and space boundaries of work (Allvin, et al. 2006) seem to increase demands on internal regulation of individual and collective action. These changes have influenced educational research from focussing on formal education to observing a broader spectrum of issues related to contextual learning (Ellström, Löfberg & Svensson, 2005). Contextual learning approaches contribute to the understanding the individual’s competence to orientate under different life conditions. Issues of the capacity to apply critical questioning of taken-for-granted values and norms relate contextual learning to a critical research tradition focussing transformative learning (Mezirow, 2003) as well as neo-Piagetian research about adult development (Hagström & Hanson, 2003). They may also be discussed in terms of Educology (Qvarsell & Löfberg, 2003) and contextual didactics (Löfberg, 1989, Ohlsson & Döös, 1999). The presenters of the Round Table session regard action as twofolded, having consequences for both the environment and for the actor. This twofolded character of action can be related to the concept of “praxis” rooted in the Aristotelian framework, where techne pinpoints actions manifesting transformation of the surrounding environment and episteme/ phronesis the acting agents own transformation. Action is conceived both individually and collectively. See also Matts Mattson (2008) for a further discussion on the concept of "praxis". The presentation will include five lines of reasoning representing overlapping theoretical and empirical approaches: a) contextual learning and the concept of Educology (Arvid Löfberg), b) a “transform-actional approach” (Tom Hagström) c) organizational pedagogy (Jon Ohlsson) d) communication, learning and the construction of shared contexts ( Cecilia Waldenström) and e) action research and praxis development (Matts Mattsson).The presentations are planned to initiate the production of an edited volume reflecting theoretical and empirical approaches to contextual learning.

Theoretical and methodological approaches as substance for a planned anthology.