Uczenie się nieformalne w niemieckim dyskursie naukowym. Perspektywa andragogiczna
Informal learning in German scientific discourse. Andragogical perspective

Summary/Abstract: The article outlines the German discourse on informal learning based on an analysis of the literature on the subject. It includes, among others, issues relating to the methodology of research on informal learning, a review of the empirical research on informal learning in different phases of human life (childhood, adolescence or old age), in institutions (e.g. school, university, social organizations, museums, research centers) as well as in volunteering and cyberspace. From the andragogical perspective, researchers are increasingly interested in the issues of social exclusion and inclusion, particularly in the motivation to learn and the educational aspirations of individuals whose diversity, conditioned by social origin, decisively determines the inequality of educational opportunities and careers. In addition, German researchers are exploring the importance of social networks and lifestyles characteristic of certain social groups in the context of informal learning.

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