The Experience of Alzheimer’s Disease as a Learning Situation

Dubas, Elżbieta

doi:10.18778/2450-4491.10.15

“…Zagadnienie to analizował, również jeszcze w XX w., Norman Denzin, określając doświadczenia o przełomowym charakterze mianem epifanii -czyli olśnienia, objawienia, a więc momentami odciskającymi wyraźne piętno na ludzkim życiu i zmieniającymi całkowicie dotychczasowy sposób postrzegania otaczającej człowieka rzeczywistości i/lub własnej osoby (Denzin, 1989). Sytuacje trudne i kryzysowe są w badaniach nad biografią postrzegane często jako przełomy edukacyjne (Chmielecka, 2019), określane mianem punktów zwrotnych w biografii (Strauss, 1977;Hughes, 1984;Denzin, 1989;Skibińska, 2006;Lasocińska, 2016;Dubas, 2020), epifanii i doświadczeń krystalizujących w biografii twórczej (Szmidt, 2012).…”

Section: Uczenie Się W Chorobie W Perspektywie Teorii Uczenia Się Tra...unclassified

Uczenie się transformatywne w procesie przewlekłej choroby trzustki. Analiza pamiętników cyfrowych

Wojciechowska

2023

Adult Education Discourses

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In this article, the author presents the problem of learning in the disease process from the perspective of the transformative learning theory by Jack Mezirow. The text contains conclusions from the biographical research conducted between 2017-2022 which concerned the stages of learning and the stages of pancreatic disease, the ongoing transformation of the subject's frame of reference (reframing), as well as changes in the way a person gives meaning to surrounding reality seen as a result of the ongoing process of reframing. She also characterises the processes of the transformation of a person's frame of reference. In the later part of the article, the author describes the influence of breakthrough events on transformative learning and how it contributes to the transformation of the patient's sense of helplessness into agency. The article also includes the author's reflections on the dynamics of the disease's impact on one's subjective sense of happiness and fulfilment in life.

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“…While the results of some studies (Schulz et al, 1997;Brown et al, 2003;Schulz & Sherwood, 2008;Dubas, 2020) show positive effects of caring for loved ones (e.g. feeling needed, making life meaningful, strengthening family relations, acquiring new knowledge and skills, changing attitudes towards people and life experiences), the literature stresses that care tasks are demanding physically, cognitively and emotionally, and often constitute an excessive burden.…”

Section: Introductionmentioning

confidence: 99%

Neighbourhood Relations as a Space of Informal Civic Education for Adults

Kluzowicz¹

2021

Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

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The aim of this research was to identify leading problems within Polish andragogical discourse.The chapter's content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market -a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.

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Mutual Learning Among Teachers in the School Space

Камінська¹

2021

Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

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The aim of this research was to identify leading problems within Polish andragogical discourse.The chapter's content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market -a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.

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The Experience of Alzheimer’s Disease as a Learning Situation

Cited by 14 publications

References 1 publication

Uczenie się transformatywne w procesie przewlekłej choroby trzustki. Analiza pamiętników cyfrowych

Uczenie się transformatywne w procesie przewlekłej choroby trzustki. Analiza pamiętników cyfrowych

Neighbourhood Relations as a Space of Informal Civic Education for Adults

Mutual Learning Among Teachers in the School Space

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