Informal learning seeks its place in formal education contexts

Abstract

The modern educational theory, policy and practice share the dominant interest for the formal learning contexts. However, if learning is defined as a transformation of participation in socio-cultural activities within the community, all learning situations become significant. This includes the learning contexts beyond the formal school environment, e.g. informal learning. If learning is defined as a dynamic, undetermined, contextual social construction, responsible for person's transformation but also for modifying the context of learning, various kinds of informal learning situations should be brought into focus. In the present paper, the relationship between learning in two contexts, formal and informal, is investigated. The most relevant aspects of these teachings/learning processes were compared with respect to their potentials and limitations in preparing the developing person for full participation in the society. Since each person transmits all of his/her experiences through learning contexts, the boundaries between these learning environments are not so clear and stable from the perspective of the one who learns. On the other hand, the boundaries are more visible and relevant for different providers of teaching practice. In the second part of the paper, we proposed some directions as to how to bridge the two contexts of learning effectively and in a planned way.

U radu se polazi od teze da savremenu obrazovnu teoriju, politiku i praksu karakteriše dominantno interesovanje za formalni kontekst za učenje. S druge strane, ako se učenje shvati kao transformacija participacije u sociokulturnim aktivnostima zajednice, kao socijalna konstrukcija, koja je dinamična, neodređena, kontekstualna, koja menja osobu ali menja i kontekst učenja, postaju značajne sve situacije učenja van formalne školske sredine, odnosno sva informalna učenja. U radu se dovode u vezu specifičnosti učenja u dva konteksta - formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji.