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Informal Learning as a Challenge for School Development: Operationalizing the Tacit Dimensions of Democracy Education
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. (Tacit Dimensions of Pedagogy)ORCID iD: 0000-0003-0328-1971
2012 (English)Conference paper, Published paper (Refereed)
Abstract [en]

By the concept of informal learning the fact can be grasped scientifically that we present our orientation in the everyday-world, our social engagement and our capabilities in different fields sometimes rather apart from our school knowledge. Informal learning nowadays plays a central role in scientific psychology and in education policy. Hence, different tools for the validation of informal learning have been developed (see: EQF, ECVET, ECTS, EQARF, EUROPASS). Informal learning is here mainly considered in terms of the acquisition of qualifications and vocational training. The theoretical aim of my contribution is to unfold a pedagogical understanding of informal learning. Here, I will stick to the hypothesis that considering informal learning in democracy education is a form of promoting disadvantaged learners. Hereby, the achievement gap is supposed to be reduced and the new social question is defused (cp. also Helsper 2001, Helsper & Lingkost 2001, Reich 2005, Abs & Verldhuis 2008, et al.). The principle of educational equality is deeply connected to the idea of democracy, especially according to John Deweys (1916, 1933) concept of „democracy as a way of life“. Informal learning eludes the governmental approach in pedagogy (Dohmen 2001 et al.). It has the character of implicit learning, including procedural, contextual, pre-reflexive, sensory aspects, and can be regarded as part of concepts such as experience-based learning, self-directed, or competence-oriented learning, etc. (Reber 1993 et al.). Our research on the tacit dimensions in pedagogy (Bergstedt et al. 2012) has shown that on one side informal learning is the indispensable basis of formal learning, that is to say, it makes learning possible. On the other side, it can be a hindrance for it. This is true e.g. for habitual insularities, indispensable conflicts of norms, or values that cause ideological narrow-mindedness.

Methodology, Methods, Research Instruments or Sources Used By referring to the results of different empirical studies on democracy education and democracy in schools, I will work out what this means for the operationalization of the different aspects of democracy education: Conclusions, Expected Outcomes or Findings I present a schedule for the operationalization of the impact of informal learning on democracy education. 

Place, publisher, year, edition, pages
2012.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-70658OAI: oai:DiVA.org:lnu-70658DiVA: diva2:1181667
Conference
40th European Conference on Educational Research (ECER) "The Need for Educational Research to Champion Freedom, Education and Development for All" University Cádiz/Spain
Note

Ej belagd 20170213

Available from: 2018-02-09 Created: 2018-02-09 Last updated: 2018-02-13Bibliographically approved

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Kraus, Anja

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