Vaikų savaiminio mokymo(si) kultūros socialinis edukacinis diskursas į vaiką orientuotoje paradigmoje /
Re­a­so­ning of re­le­van­ce of the to­pic. The po­stmo­dern (man’s li­fe­long le­ar­ning) dis­cour­se ins­pi­res the con­cep­tion of le­ar­ning and te­aching me­a­nings, i.e. le­ar­ning/te­aching is un­ders­ to­od as both ac­ti­vi­ties and ro­les which can be chan­ged at any ti­me and in any pla­ce. This un­ders­tan­ding opens new le­ar­ning pos­si­bi­li­ties be­cau­se it gi­ves the sen­se to the fol­lo­wing: the dy­na­mic per­cep­tion of ti­me and spa­ce al­lo­ca­ted for le­ar­ning (le­ar­ning can pro­ce­ed pe­ri­ odi­cal­ly or cons­tant­ly), di­ver­si­ty of le­ar­ning ac­ti­vi­ties (in­di­vi­du­al, com­mu­ni­ty etc.) and en­ vi­ron­ments (le­ar­ning can pro­ce­ed and pro­ce­eds in eve­ry­day li­fe, fa­mi­ly, in lei­su­re ti­me, in com­mu­ni­ty). When emp­ha­si­sing that man’s le­ar­ning must pro­ce­ed eve­ryw­he­re and al­wa­ys, not on­ly for­mal/non-for­mal, but al­so in­for­mal in­de­pen­dent le­ar­ning/te­aching ob­tains a spe­cial sig­ni­fi­can­ce be­cau­se its es­sen­ce is le­ar­ning from own and ot­hers’ ex­pe­rien­ces, in di­ver­si­ty of en­vi­ron­ments, at dif­fe­rent ti­mes, in di­ver­se so­cial-cul­tu­ral con­texts (Schön, 1971; Mo­ky­mo­si vi­są gy­ve­ni­mą me­mo­ran­du­mas, 2001). It high­lights in­di­vi­du­a­tion, com­mu­ni­ty sen­se, re­flec­ tion of gai­ned ex­pe­rien­ce etc. This me­ans that in­for­mal in­de­pen­dent le­ar­ning/te­aching gi­ves sen­se to cul­tu­ral he­te­ro­ge­ne­ous and re­la­ti­ve cha­rac­ter of le­ar­ning/te­aching. On the ba­se of ex­pres­sion of in­di­vi­du­al’s so­cial, cul­tu­ral dif­fe­ren­ces, the opi­nion that mo­dels of for­mal edu­ ca­tion are in­suf­fi­cient­ly com­ple­te be­cau­se they are not ba­sed on per­so­nal ex­pe­rien­ce of the le­ar­ners is being for­med (Col­ley, Hod­kin­son, Mal­coms, 2003).
children's informal independent learning/teaching ; social-educational discourse ; child-oriented paradigm
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