000			03113nam a22004935i 4500
001			978-1-4020-5346-7
003			DE-He213
005			20251006084520.0
007			cr nn 008mamaa
008			100301s2006 ne | s |||| 0|eng d
020			_a9781402053467
020			_a99781402053467
024	7		_a10.1007/1-4020-5346-0 _2doi
082	0	4	_a379 _223
100	1		_aHager, Paul. _eauthor.
245	1	0	_aRecovering Informal Learning _h[electronic resource] : _bWisdom, Judgement and Community / _cby Paul Hager, John Halliday.
264		1	_aDordrecht : _bSpringer Netherlands, _c2006.
300			_aXV, 210 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aLifelong Learning Book Series ; _v7
505	0		_aLifelong, Informal and Workplace Learning -- A Brief Genealogy Of Lifelong Learning -- Origins Of A Mistake -- Opportunity And Contingency -- Rethinking Learning -- The Importance Of Contextuality For Learning -- The Idea Of Practice -- The Idea Of Judgement -- Wisdom -- Recovering The Informal.
520			_aFor too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges.
650		0	_aEDUCATION.
650		0	_aEDUCATION AND STATE.
650		0	_aEDUCATION _xPHILOSOPHY.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATIONAL POLICY.
650	2	4	_aEDUCATIONAL PHILOSOPHY.
650	2	4	_aPROFESSIONAL & VOCATIONAL EDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aEDUCATION & SOCIETY.
700	1		_aHalliday, John. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402053450
830		0	_aLifelong Learning Book Series ; _v7
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-5346-0 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61238 _d61238