Mezigenerační učení v komunitě : obsah a podnímky

Title in English Intergenerational learning in the community : content and conditions


Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description The paper focuses on intergenerational learning in the community. The main research question is "what and how they are taught members of different generations and what are the opportunities for mutual learning in the communities and community education." The main research question is framed themes of intergenerational cooperation, sharing, relationships and mutual support. Theoretical bases for us are two concepts: the concept of lifelong learning and the concept of intergenerational learning, which is understood as "a procedure that aims to bring people together purposive and mutually beneficial activities which promote greater understanding and respect between generations and may contribute to building community cohesion"(Fischer, 2008, p. 8). Now into community and community education, specifically concentrating its research focus on intergenerational programs. The suggested contribution is based on the first qualitative phase of the four-year project. It is based on a research technique called. Obserview, ie. behavioral observations and interpretations subsequent examination of the behavior of players through in-depth group discussions. As a unit of analysis is chosen situation, ensuring a comprehensive approach to the phenomenon pursued. Data analysis is guided by the search for regularities in learning situations, as well as the need to set up learning situations relevant social and cultural contexts. The purpose of this qualitative phase is a comprehensive description and explanation of situations intergenerational learning in an environment of community programs. This phase should be the fulcrum for quantitative research phase intergenerational learning. From the qualitative phase based on a research technique obserview. We expect that we will help to: extend and challenge the existing theory; becomes an additional source of hypotheses for subsequent quantitative research.
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