Theorizing Learning in Life History - a psycho-societal approach

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    Abstract

     

    Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning, this article presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday life and in relation to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.

    Original languageEnglish
    JournalStudies in the Education of Adults
    Volume39
    Issue number1
    Pages (from-to)38-53
    Number of pages16
    ISSN0266-0830
    Publication statusPublished - 2007

    Keywords

    • Life History
    • Learning
    • subjectivity
    • Identity
    • experience

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