Biography - Culture - Learning Layout of an integrative analysis concept

1. South Korea Pusan National University 3rd Conference: ‘Culture, Biography & Lifelong Learning’ Biography - Culture - Learning Layout of an integrative analysis concept Prof. Dr. Dieter Nittel

2. Problem outline and overview of the discourse

3. 1. Definition of Culture – Biography – Learning 3. Learning profiles of influential personalities 2. Presentation of an analysis concept Overview over the discourse: three steps

4. 1. Definition of Culture – Biography – Learning Overview over the discourse: three steps

5. Definition “Culture” • Lexical definition: „“cultura“ and „colere“ • Dimensions of cultural achievements • Stability and change • Dissociation from nature and from civilization • Reference to Clifford Geertz  ethnological understanding of culture

6. Definition Biography • Differenz von Biographie und Lebenslauf • Course of life: the entirety of all subjective and non-subjective events, turning points and phases between birth and death of a person • Biographical self-description: organization of the course of life through the subject to give it meaning • Biography: entanglement between subjective life story and objective course of life • Biography reacts to two pivotal challenges of human existence: finitude and individuality

7. Definition Learning • Learning as process and result • Learning does not only consist of experience – learning „is“ experience! • Learning: active acting and processes of suffering • Tensions in the pedagogical understanding of learning: holistic objectivity and methodical self limitation

8. 2. Presentation of an analysis concept The second step

9. Scheme for the analysis of life stories Structural learning dimension Process-oriented learning dimension Learning modes Learning contexts Analysis levels 9

10. Process-oriented learnign dimension - Institutional expextation patterns managed learning • Biographical action schemes targeted learning • Trajectory of suffering troubled learning • Changing process of self-identitycreative learning Scheme for the analysis of life stories Analysis levels 10

11. Structural learning dimension - Situational acquisition of knowledge - Changes in everyday practice - Modification of identity formation Scheme for the analysis of life stories Analysis levels 11

12. Learning modes • New-learning • Relearning • Unlearning • Non-learning Scheme for the analysis of life stories Analysis levels 12

13. Learning contexts • Formal learning (Certificates) • Non-formal learning (in the education system but without certificates) • Informal learning in everyday life or in organizations Scheme for the analysis of life stories Analysis levels 13

14. Structural learning dimension Process-oriented learnign dimension - Situational acquisition of knowledge - Changes in everyday practice - Modification of identity formation - Institutional expextation patterns managed learning • Biographical action schemes targeted learning • Trajectory of suffering troubled learning • Changing process of self-identitycreative learning Learning modes Learning contexts • New-learning • Relearning • Unlearning • Non-learning • Formal learning (Certificates) • Non-formal learning (in the education system but without certificates) • Informal learning in everyday life or in organizations Scheme for the analysis of life stories  www.biographie-krankheit-lernen.de Analyis levels 14

15. 3. Learning profiles of influential personalities The third step

16. How are biographies influenced by our culture? + How do biographies influence our culture and what role does learning play? - Reversing the direction of research Important public figures are predestined 16

17. Combination of changing processes and biographical action schemes (Hypothesis) Cultural synergies, creativity and innovation Targeted learning und Creative learning

18. Combination of institutional expectation patterns and biographical action schemes (Hypothesis) Cultural synergies, creativity and innovation Managed learning und Creative learning

19. Entanglement of learning modes New-learning according to needs Unlearning of unneeded knowledge Relearning according to demand Intelligent non-learning The source of success is not the fixating on new-learning but the „right“ mix (Hypothesis) 19

20. Change in organizations and professions Biographical learning processes Change of social systems  science politics, law, religion Transition from individual to collective learning processes

21. Thank you for your attention!