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Ethnographic Analysis on the Practices of Switching Learner's Position
Journal of Lifelong Learning Society
Abbr :
JLLS
2014, 10(3), pp.27-46
Publisher : Institute of Distance Education
Research Area : Education
2014, 10(3), pp.27-46
Publisher : Institute of Distance Education
Research Area : Education
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The critics to the explanation-centered standardized paradigm has diversified from educational sociology to teaching method. However, discourses for sophisticating the alternative paradigm is not enough to include the contents beyond critics. Although all the critical discourses are converged on the 'student-oriented attitude' in common, only a few theorists develop the concrete methodology or the meaning of this student-oriented attitude. This study aims at classifying the experiments of student-oriented practices into three categories and revealing the meaning of these practices which could be the base of alternative and constructive paradigm. Three main categories from lots of lifelong learning experiments are extracted: planning lifelong learning programs, participation as a lecture, and organizing spontaneous institute. Those are the activities switching 'traditional learner's position'. After the hermeneutics circle, this study discloses the characteristics of these experimental practices: subject-subject interaction in this practices instead of subject-object model, and integrated meaning finding process in learning. Also, it is possible to reveal the process of co-evolution which constructs self-organizing learning institute through the 'interactive authentic learning'. In order to establish and elaborate the alternative paradigm, it needs to change the habitus of education which is oriented to the 'role' of institution which lessens thinking of life itself. Changing habitus needs to involve 'ontological transition for learning' which drives factors for learning-oriented learning.
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