Formazione & insegnamento
ISSN: 2279-7505 | Published: 2021-12-31
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Title: Permanent Education from early childhood to late life
Abstract: The main thematic nucleus of the magazine (i) reflects on the conceptions of education such as Lifelong Learning, Lifewide Learning, Lifedeep Learning highlighting the great importance of education and education in the first age of life, (II) with education for the entire course of life field of experience and at the same time tool to "tune" our living with the contexts and events of life,Plan the evidence that for the human being, in all ages, it is vital to be part of a relational system with a bond value, of a transpersonal network with an emotional-cognitive value (Foulkes and Anthony, 1991, p. 211), a sort of dynamic "field" of experiences and belonging that, more or less consciously, we build for all life, (IIII) that can be a field that can be a field that can be a field that can be a field of tension andof crisis that can also trigger transformation and improvement change processes.Permanent education is a continuous, natural and social lifelong learning process, Undertken to Incasse One's Knowledge, Competences, and Skills Throughout Life.It takes shape from the first days and weeks of life and extends to the entire course of life, until the senile age.It is culturally marked, located in the historical-cultural and socio-economic context and mediated by the practices and prospects of the language and culture/and belonging through narration, reflection, enhancement of stories and identities (Vygotky, 1992, 1992, ed. Or. 1930; Engeström, 1987; Bruner, 1999; Cotè, 2004, Banks, Ball et al., 2007).We can also call it a Lifewide Learning process because it is built in formal contexts (Both Formal and Non-Formal Types of Education and Training, that is Hierarchically Structured School System and Organized School-Life Programs) and in the informal contexts of training and where individuals individuals Acquire ATTITUDES, VALUES, SKILLS andKnowledge from Daily Experience and the Educational Influences and Resources in the individuals' Environments (Family, Neighbors, Work, Play, Personal and Mass Media, Diffused Culture).It is also a Lifedeep Learning process because it creates cognitive-emotional anchors that can acquire the value of a deep learning and constitute a safe basis on which to build cognitive-emotional-affective development during life (Lindeman, 1926; Yeaxlee, 1929; West-Burnham & Amp; Coates, 2005; West-Burnham & Amp;Jones, 2008; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Educazione Permanente a partire dalle prime età della vita, per tutta la vita
Abstract: Il nucleo tematico principale della Rivista (i) riflette sulle concezioni di Educazione come lifelong learning, lifewide learning, lifedeep learning evidenziando la grande importanza dell'educabilità e dell'educazione nelle prime età della vita, (ii) con-sidera l'educazione per l'intero corso della vita campo d'esperienza e al contempo strumento per "sintonizzare" il nostro vivere con i contesti e le vicende della vita, (iii) porta in primo piano l'evidenza che per l'essere umano, in tutte le età, è di vitale importanza essere parte di un sistema relazionale con valore di legame, di una rete transpersonale a valenza affettivo-cognitiva (Foulkes e Anthony, 1991, p. 211), una sorta di "campo" dinamico di esperienze e appartenenze che, più o meno consapevolmente, costruiamo per tutta la vita, (iiii) un campo che può essere teatro di tensioni e di crisi che possono anche innescare processi di trasformazione e cambiamento migliorativo. L'Educazione Permanente è un processo lifelong learning continuo, naturale e sociale, undertaken to increase one's knowledge, competences, and skills throughout life. Prende forma a partire dai primi giorni e settimane di vita e si estende all'intero corso della vita, fino all'età senile. E' marcato culturalmente, situato nel contesto storico-culturale e socio-economico e mediato dalle pratiche e dalle prospettive della lingua e cultura/e di appartenenza tramite percorsi di narrazione, riflessione, valorizzazione di storie e identità (Vygotkij, 1990, 1992, ed. or. 1930; Engeström, 1987; Bruner, 1999; Cotè, 2004, Banks, Ball et al., 2007). Possiamo anche definirlo un processo di lifewide learning perchè si costruisce nei contesti formali (both formal and non-formal types of education and training, that is hierarchically structured school system and organized school-life programs) e nei contesti informali di formazione e di esperienza where individuals acquire attitudes, values, skills and knowledge from daily experience and the educational influences and resources in the individuals' environments (family, neighbors, work, play, personal and mass media, cultura diffusa). E' inoltre un processo di lifedeep learning perché crea ancoraggi cognitivo-emotivi che possono acquisire il valore di un apprendi-mento profondo e costituire una base sicura su cui costruire lo sviluppo cognitivo-emotivo-affettivo nel corso della vita (Lindeman, 1926; Yeaxlee, 1929; West-Burnham & Coates, 2005; West-Burnham & Huss Jones, 2008; CONFINTEA VI, 2010; Derrick, Howard, Field & Lavender, 2010; Karlsson & Kjisik, 2011).
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Title: Éducation permanente à partir du premier âge de la vie, tout au long de la vie
Abstract: Le principal noyau thématique du magazine (i) réfléchit aux conceptions de l'éducation telles que l'apprentissage à vie, l'apprentissage à travers la vie, l'apprentissage de la vie mettant en évidence la grande importance de l'éducation et de l'éducation dans le premier âge de la vie, (ii) avec l'éducation pour l'ensemble du parcours de vie de l'expérience et en même temps outil pour "régler" notre vie avec les contextes et les événements, planifier la preuve que pour l'être humain, dans tous les aigus, c'est Vital pour être un système relevé avec un être humain, dans tous les aigs, c'est Valeur de la liaison, d'un réseau transpersonnel avec une valeur émotionnelle cognitive (Foulkes et Anthony, 1991, p. 211), une sorte de "champ" dynamique d'expériences et d'appartenance qui, plus ou moins consciemment, nous construisons pour toute vie (iiii) qui peut être un domaine qui peut également être un domaine qui peut être un domaine qui peut être un domaine de la tension et des crises qui peuvent procéder à des processus de transformation et à l'amélioration.L'éducation permanente est un processus d'apprentissage continu, naturel et social à vie, entreprend ses connaissances, ses compétences et ses compétences tout au long de la vie.Il prend forme des premiers jours et des semaines de la vie et s'étend à l'ensemble du cours de la vie, jusqu'à l'âge sénile.Il est culturellement marqué, situé dans le contexte historique-culturel et socio-économique et médié par les pratiques et les perspectives de la langue et de la culture / et de l'appartenance par la narration, la réflexion, l'amélioration des histoires et les identités (Vygotky, 1992, 1992, éd. Or. 1930; ENGELTöm, 1987; Bruner, 1999; Cotè, 2004, banques, balles, balle et al. 2007).Nous pouvons également l'appeler un processus d'apprentissage à travers la vie car il est construit dans des contextes formels (types formels et non formels d'éducation et de formation, qui est un système scolaire structuré hiérarchique et des programmes de vie scolaire organisés) et dans les contextes informels de la formation et des individus qui acquièrent des attitudes, des valeurs, des compétences et des connaissances à partir de l'expérience quotidienne et des influences et des ressources dans les environnements familiaux (les voisins, les voisins, les travaux, le travail, la difficulté des individus).Il s'agit également d'un processus d'apprentissage de la vie car il crée des ancres cognitives-émotionnelles qui peuvent acquérir la valeur d'un apprentissage en profondeur et constituent une base sûre sur laquelle construire le développement cognitif-émotionnel-West-Burnham & amp; Coates, 1926; Yeaxlee, 1929; West-Burnham & AMP; Coates, 2005; West-Burnham & amp; Jones, 2008; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Educación permanente a partir de la primera era de la vida, durante toda la vida
Abstract: El principal núcleo temático de la revista (i) reflexiona sobre las concepciones de la educación, como el aprendizaje permanente, el aprendizaje de toda la vida, el aprendizaje de vida destacado que destaca la gran importancia de la educación y la educación en la primera era de la vida, (ii) con la educación para toda la vida del curso de la vida y, al mismo tiempo. Valor de enlace, de una red transpersonal con un valor cognitivo emocional (Foulkes y Anthony, 1991, p. 211), una especie de "campo" dinámico de experiencias y pertenencia que, más o menos conscientemente, construimos para toda la vida, (iiii) que puede ser un campo que puede ser un campo que puede ser un campo que puede ser un campo de tensión y de crisis que también puede transformar la transformación y el proceso de cambio de la mejora.La educación permanente es un proceso de aprendizaje de toda la vida continuo, natural y social, emprendiéndose para incasorar el conocimiento, las competencias y las habilidades a lo largo de la vida. Toma forma desde los primeros días y semanas de vida y se extiende hasta todo el curso de la vida, hasta la edad senil.Está marcado culturalmente, ubicado en el contexto histórico-cultural y socioeconómico y mediado por las prácticas y perspectivas del lenguaje y la cultura/pertenencia a través de la narración, la reflexión, la mejora de las historias e identidades (Vygotky, 1992, 1992, ed. OR. We can also call it a Lifewide Learning process because it is built in formal contexts (Both Formal and Non-Formal Types of Education and Training, that is Hierarchically Structured School System and Organized School-Life Programs) and in the informal contexts of training and where individuals individuals Acquire ATTITUDES, VALUES, SKILLS and Knowledge from Daily Experience and the Educational Influences and Resources in the individuals' Environments (Family, Neighbors, Work, Play, Personal and Mass Media, Diffused Culture). También es un proceso de aprendizaje de mayor vida porque crea anclajes cognitivos-emocionales que pueden adquirir el valor de un aprendizaje profundo y constituir una base segura sobre la cual construir un desarrollo cognitivo-emocional-afectivo durante la vida (Lindeman, 1926;YeAxlee, 1929; West-Burnham & Amp; Coates, 2005; West-Burnham & amp; Jones, 2008; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Educação permanente a partir da primeira era da vida, ao longo da vida
Abstract: The main thematic nucleus of the magazine (i) reflects on the conceptions of education such as Lifelong Learning, Lifewide Learning, Lifedeep Learning highlighting the great importance of education and education in the first age of life, (II) with education for the entire course of life field of experience and at the same time tool to "tune" our living with the contexts and events of life, Plan the evidence that for the human being, in all ages, it is vital to be part of a relational system with Um valor de ligação, de uma rede transpessoal com um valor-cognitivo emocional (Foulkes e Anthony, 1991, p. 211), uma espécie de "campo" dinâmico de experiências e pertencimento a isso, mais ou menos conscientemente, construímos para toda a vida (iiii) que pode ser um campo que pode ser um campo que pode ser um campo que pode ser um campo e o campo e o campo.A educação permanente é um processo de aprendizagem contínuo, natural e social, reúne para incasse em conhecimento, competências e habilidades ao longo da vida.Ele toma forma desde os primeiros dias e semanas de vida e se estende a todo o curso da vida, até a era senil.É culturalmente marcado, localizado no contexto histórico-cultural e socioeconômico e mediado pelas práticas e perspectivas da linguagem e da cultura/e pertencem através da narração, reflexão, aprimoramento de histórias e identidades (Vygotky, 1992, 1992, ed. We can also call it a Lifewide Learning process because it is built in formal contexts (Both Formal and Non-Formal Types of Education and Training, that is Hierarchically Structured School System and Organized School-Life Programs) and in the informal contexts of training and where individuals individuals Acquire ATTITUDES, VALUES, SKILLS and Knowledge from Daily Experience and the Educational Influences and Resources in the individuals' Environments (Family, Neighbors, Work, Play, Personal and Mass Media, Diffused Culture). É também um processo de aprendizagem de vida útil, pois cria âncoras cognitivas-emocionais que podem adquirir o valor de um aprendizado profundo e constituir uma base segura para construir o desenvolvimento cognitivo-emocional-afetivo durante a vida (Lindeman, 1926;Yexlee, 1929; Burnham West; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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