Educationalisation ant its meaning in contemporary world
DOI:
https://doi.org/10.24917/ycee.2021.12.43-51Keywords:
education, educationalisation, educational policy, cultureAbstract
This text presents a few reflections on the processes formatting contemporary conditions for the functioning of
individuals in Western society. The term life-long learning makes a career today and ceases to be just a cliché, saying
that we have been gathering experiences all our lives. Learning (education) becomes a tool, a task, an effect (in the form of an attitude of readiness for constant development of skills), which defines the logic of action of contemporary people. This text should be seen as a contribution to a broader analysis of social processes related to the growing importance of educational institutions in the contemporary world.
The first part presents the main features of the syndrome of educationalisation as a process resulting from the
expansion of formal education institutions. The author points out here the importance of school education in changing the way of peoples’ ways of thinking over the decades and in locating the value of education in the centre of Western culture.
The second part of the text presents the influence of education on various spheres of functioning of individuals. The author shows how the educational logic begins to regulate the activities of individuals in fields so far not associated with education.
Downloads
References
Baker, David P. (2011). The Schooled Society. The educational transformation of global culture. Stanford: Stanford University Press.
Ball S. (2003). Class Strategies and the Educational Market. The Middle Classes and Social Advantage. London: Routledge Falmer.
Becker G. S. (1964). Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. Chicago: University of Chicago Press.
Conrad, P. (2007). The Medicalization of Society. Baltimore: Johns Hopkins University Press.
Feinstein, L., Hammond, C., Woods, L., Preston, J., Bynner, J. (2003). The Contribution of Adult Learning to Health and Social Capital. Wider Benefits of Learning Research Report. London: The Centre for Research on the Wider Benefits of Learning.
Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age. New York: Stanford University Press.
Gloster, R., Buzzeo, J., Marvell, R., Tassinari, A., Williams, J., Williams, M., Swift, S., Newton, B. (2015). The contribution of Further Education and skills to social mobility. London: Department for Business, Innovation and Skills.
Gutiérrez-Esteban, P., Mikiewicz, P. (2013). How Do I Learn? A Case Study of Lifelong Learning of European Young, In: E. Smyrnova-Trybulska (ed.), E-learning & Lifelong Learning. Monograph Sc (s. 69–76). Katowice-Cieszyn: Studio Noa for University of Silesia in Katowice.
Hadjar, A., Becker, R. (2009). Educational expansion: expected and unexpected consequences. W: Hadjar, A., Becker, R. (red.), Expected and Unexpected Consequences of the Educational Expansion in Europe and the US: Theoretical Approaches and Empirical Findings in Comparative Perspective (s. 9–26). Bern: Haupt.
Labaree, D. (2012). Someone has to fail. The zero-sum game of public schooling. Cambridge, Massachusetts and London: Harvard University Press.
Malewski, M. (2010). Od nauczania do uczenia się. O paradygmatycznej zmianie w andragogice. Wrocław: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej.
Mikiewicz, P. (2017). Oblicza socjologii edukacji – w stronę syntetycznego modelu analiz. Edukacja, nr 3, ss. 5–19.
Mikiewicz, P. (2016). Socjologia edukacji. Teorie, koncepcje, pojęcia. Warszawa: Wydawnictwo Naukowe PWN.
Nyhan, B. (2002). Knowledge development, research and collaborative learning. W: Nyhan, B. (red.), Taking Steps towards the Knowledge Society: Reflections on the Process of Knowledge Development (s. 18–38). Luxemburg: Office for Official Publications of the European Communities.
Potulicka, E., Rutkowiak, J. (2010). Neoliberalne uwikłania edukacji. Kraków: Impuls.
Schaub, M. (2010). Parenting Cognitive Development: The Institutional Effects of Mass Education on the Social Construction of Childhood and Parenting. Sociology of Education, t. 83, nr 1, s. 46−66.
Schuller, T., Brassett-Grundy, A., Green, A., Hammond, C., Preston, J. (2002). Learning, Continuity and Change in Adult Life. Wider Benefits of Learning Research Report. London: The Centre for Research on the Wider Benefits of Learning.
Toffler, A. (1986). Trzecia fala, tłum. Ewa Woydyłło. Warszawa: PIW.
Zybertowicz, A. (1995). Przemoc i poznanie. Studium z nieklasycznej socjologii wiedzy. Toruń: Wydawnictwo Naukowe UMK.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Youth in Central and Eastern Europe
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
