| Autor: |
Antikainen, Ari, Houtsonen, Jarmo, Huotelin, Hannu, Kauppila, Juha |
| Zdroj: |
Scandinavian Journal of Educational Research; Dec1995, Vol. 39 Issue 4, p295-309, 15p |
| Abstrakt: |
The meaning of education in the lives of Finns is studied by a biographical method at three levels: life course, identity and significant learning experiences. According to a generational analysis based on cohort and experiences through the life‐course, the institutional, ’objective’ meaning of education has grown enormously, but the perceived, ’subjective’ meaning of education has not followed this development. For the oldest generation education is an ideal, for the middle generation it is a means to an end and for the youngest generation it is a commodity or self‐evident. Results related to educational identity and significant learning experiences both sharpen the results of the generational analysis and at the same time make the portrait more complex by referring to social class, cultural membership and gender. A preliminary analysis of the significant learning experiences demonstrates that creativity and participation are hidden in life stories. Thanks to the exceptionally rapid social change, the case of Finland can be seen as an example of the relationship between modernization and education. It yields a synthesis of the social and cultural meanings of education in terms of four categories: resources, status, conformity and individualization. [ABSTRACT FROM PUBLISHER] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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