A tanulás térformáló ereje
Education or Learning?

Summary/Abstract: One of the unexpected outcomes of the ‘expansion of education’ happened to be an “expansion of learning” as a bottom-up activity as opposed to the top-down activity of schooling, teaching and (formal) education. The related political statements (Freire 1970, Illich 1971) as well as official documents (e.g. Faure 1971, Delors 1996) reflect that this shift of emphasis was not only didactical rather a political development. Community learning in the newer sense means the network of those who started to learn in various ways in a social and territorial unit. The density and intensity of the learning networks may create new ideas and thus would be the nest of social creativity and innovations. Recent research (e.g. the Canadian CLI and the German Atlas of Learning) tried to describe the territorial emergence of ‘learning regions’ and ‘learning cities’. One of them (LeaRn) presents the regional distribution of the statistics of lifelong learning which completes the traditional ‘distribution of knowledge’ in Hungary and may contribute to a more equitable view of the different territories of the country.

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