Session Information
14 SES 06, Learning at Home: Attitudes and Strategies
Paper Session
Contribution
The paper focuses on intergenerational learning in the family. According to EAGLE (European approaches to inter-generational lifelong learning), intergenerational learning is “a process through which individuals of all ages acquire skills and knowledge as well as attitudes and values, from everyday experience, from all sources available and in all ways possible in their own ‘lived worlds’”.
Summarizing the place of intergenerational learning in terms of common categories of learning, it may be said that it involves intentional and unintentional learning, conscious and unconscious learning, sensomotor learning, verbal cognitive or social learning, lifelong and lifewide learning, and mostly non-formal and informal learning. The fundamental distinctive feature distinguishing intergenerational learning from other types of learning is the focus on learning participants belonging to different generations. These may involve either two subsequent generations or two generations separated by another one.
Intergenerational learning in the family reflects transformations of family as well as social change leading to lifelong learning. Provided human learning is viewed as a never-ending process simultaneous to and inseparable from human life, the family may be regarded as a place where we have learned, are learning and will be learning a lot. Learning in the family takes much longer and has a greater impact than other forms of learning. It is not limited to a particular life stage, though it is evident that how and what we learn during different developmental stages varies as well as our acceptance of what we have learned is different. This means that intergenerational learning in the family is subject to a great deal of change in connection with the age of family members, their quest for independence and maturing, relations in the family and topics dominant to the family and its members in particular stages of life. Cherri (2008) likens family to a learning organization. Learning organizations evolve around cultures of strong sharing and learning from one another. Learning is seen as a natural process which never stops. The stronger the culture of sharing and learning, the more successful the organization is. Cherri (2008) believes that family can be regarded as a learning organization whose members keep learning, the strong culture of sharing and learning affecting the cohesion and strength of family relations.
The research question therefore is: What do children, parents and grandparents learn from one another? This question can be broken down into several component questions:
How do children view what they learn from their parents?
How do parents view what they learn from their children?
How do parents view what they learn/have learnt from their parents?
How do grandparents view what they learn from their children?
How do grandparents view what they learn from their grandchildren?
These questions are supplemented with further information concerning attributes and attitudes of the respondents and their families.
Method
Expected Outcomes
References
BOSTROM, A.K. Lifelong learning, intergenerational learning and social capital – from theory to practise. [online]. Stockholm: Institute of International Education, 2003. COARE, P. Hobman clubs: A model for intergenerational learning. [online].Brighton: University of Sussex. 1995. DARLING, C. A. Family life education. In SUSSMAN, M. B., STEINMETZ, S.K. (ed.) Handbook of marriage and the family. New York : Plenum, 1987. s. 420-450. ISBN 0-306-41967-X FISCHER, T. (ed.) Intergenerational learning in Europe – policies, programes, practical guidance. Final report. [online]. Erlangen: University of Elangen-Nuremberg, 2008. 40 p. GADSCHEN, V.L., HALL, M. Intergenerational learning: A Review of the Literature. [online]. Philadelphia: University of Pennsylvania, 1996. 44 p. GLASTRA, F.J. a kol. Lifelong learning as transitional learning. [online]. Adult education quartely, 2004, 54, č. 4, p. 291-307. HAGESTAD, G., HERLOFSON, K. Micro and macro perspectives on intergeneratinal relations and transfers in Europe. [online]. 2006. HANKS, R.S., PONZETTI, J. J. Family Studies and Intergenerational Studies. [online].Journal of Intergenerational Relationships, 2004, 2, č. 3-4 , p. 5-22. CHERRI, H.CH.Y. Intergenerational learning in Hong Kong: A narrative inquiry. [online]. University of Nottingham. 2008, 352 p. JARVIS, P. Globalisation, lifelong learning and the learning society: sociological perspectives. Volume 2, Lifelong learning and learning society. London: Routledge, 2007. 238 p. ISBN 0-415-35542-7 NEWMANOVÁ, S. Rationale for Linking the generations. [online]. Pittsburgh: Pittsburgh university, 1997. NEWMANOVÁ, S. Research and Intergenerational Studies. [online]. Journal of Intergenerational Relationships, 2006, 4, č. 2, p.111 —114. RABUŠICOVÁ, M., RABUŠIC, L. (eds.). Učíme se po celý život?: O vzdělávání dospělých v České republice. (Do we learn for all our lives?: On Adult Education in the Czech Republic) Brno: Masarykova univerzita, 2009. 340p. ISBN 978-80-210-4779-2 SANCHÉZ, M. Challenges to Intergenerational Studies. [online]. Journal of intergenerational studies, 2006, 4. č.2, p.107-110. VANDERVEN, K. Intergenerational Theory in Society. [online]. Journal of Intergenerational Relationships, 2004, roč. 2, č.3, s.75 –94.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.