Learning Lives in Second Modernity  

Oleh:

Chisholm, Lynne

Jenis: Article from Books - E-Book
Dalam koleksi: Identity, Community, and Learning Lives in the Digital Age Transactions, Technologies, and Learner Identity, page 70-86.
Topik: Learning; Organising and Con?guring Learning; Education and Work Relations
Fulltext: Learning Lives in Second Modernity.pdf (181.61KB)

Isi artikel

This chapter considers the ways in which long-established boundaries between categories of knowledge are shifting and loosening and the implications of these changes for learning lives (cf. Chisholm, 2007, 2008a, b). The ways in which propositional and experiential knowledge intersect and are used in everyday life are implicated in these changes. They also resonate with the theoretical capture of more di?erentiated understandings of what counts as learning, the ways in which people (of all ages) can learn and how learning outcomes can be identi?ed and recognised. We can speak here of a recontextualisation of learning itself, which is generated by the transition to an increasingly globalised second modernity. The phrase ‘learning lives’ embodies a dual connotation. First, the life course can be seen in terms of continuous learning of di?erent kinds and in di?erent contexts: everyone has a learning life. What counts as and is recognised as learning – whether by the self or one’s environment – is nevertheless historically and culturally speci?c. In given times and spaces, only some kinds of lives will have been de?ned as importantly signi?ed by learning. Second, the term refers to the conditions under which and the ways in which subjects learn to live – as and with themselves, and in the communities and societies in which they live or might live in the future. This chapter explores these connotations and their interconnections, in order to extend our conceptual understanding of learning in second modernity. It begins from the conviction that the ?uid worlds of second modernity (Beck, Giddens & Lash, 1994; Bauman, 2000) do indeed lead to changes that are not simply those of degree, but more pertinently those of kind – that is, contemporary social formations are beginning to cross a threshold that will ultimately be understood to have been epochal in quality. The re?guring of time and space in learning lives is a key element in describing and making sense of these developments (Adam, 1994, 1995; Edwards & Usher, 2003; Ecclestone, Biesta & Hughes, 2010).

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