natgillin/translations-raw huggingface dataset:
Skyldes dette væ­sentlige fejl i koncepternes struktur eller kun. at deres tid muligvis endnu ikke er kommet?
In actua! fact, however, talk of a learning society in which access to knowledge and its personal use (White Paper 1995. pp. 5 ff. ) number among the prime concerns, undermines the communicative purpose of interesting human beings in learning as a rewarding form of existence.
Eller kan Ef­Kommissionens hvidbog 'Undervise og lære.
As an abstract member of a learning society, the learner is mainly ol interest insofar as he serves as a category aiding sociological comprehension.
Pa vej mod det kognitive samfund' ( 1996) rette op pa de gennemforelsesmæssige mangler, som reformoffensiverne i 19~0'erne har efter­ladt?
As il lustrated bv the artificially coined "learn-
ske borgeres bevidsthed, er pågrundlag af deres oprin­delse og karakter admini­strative eliters plaidoyer og kan udledes af det ud­øvende EU­organs initiativ­ret, som absolut er fornuf­tig og blev bekræftet i Maastricht. " gisk overskuelighed.
"Campaigns which seek to capture Europe's civil awareness with the idea of a 'learning society' are, by both their origin and their nature, calls by administrative elites, and take their lead the perfectly reason able right of the EU executive 'to exercise directly implementing powers', which was reiterated at Maastricht. " ing organization ". now a somewhat hackneyed phrase, the trend to personify so cial structures as learning subjects may be irresistible from a journalistic viewpoint and may lay claim to modernity, at least for an interim period.
Som ogsa del ef­terhånden noget forslidte tidtryk 'kerende organisation' lader formode ­ kan ten­densen til at personificere sociale struk­turer som indlæringssubjekter imponere i medierne og i det mindste i forbigå­ende gøre krav pa modernitet.
In terms of sub stance, however, it misses the point, be cause it ignores or fails to address the subjects of a concept of learning which has a regulatory impact on entire biographies.
Dette skal man navnlig lægge sig pa sinde, nar det drejer sig om at tage udgangspunkt i. at det er normalt at lære hele livet igen­nem, og ikke fremstille vilje til uddan­nelse som et hine eller en byrde, men som en habitus og biografisk chance (MEIER u. RABF­KLEBERG 1993).
Learning with an educational in tent and for a whole lifetime is an act by which the subject shapes the world around him, and this can neither be prescribed nor delegated to the social de mandées and benefactors.
I forhold til denne indlæringsmodel, der typisk realiseres i form af en institutionel belæring, indeholder en .subjektviden­skabelig position en aktiv tilgang til om­verdenen i form af 'ekspansiv' indlæring. I henhold hertil forstås mennesket som intentionalitetscentrum'.
This learning model is typically implemented in the form of institutional instruc tion, while an approach which centres on the learning subject looks towards "expansive" learning and the opportunity it pro vides to shape the world around one.
Indlæring er saledes en offensiv handling, hvormed man ønsker at ændre omgivelserne og livs­vilkårene.
Seen from this angle, learning is an assertive action, one which seeks to change the environment and conditions of life.
I motivationspsykologisk hen­seende antages det. at en offensiv anta­gelse af indlæringstanken giver mulighed for umiddelbart at kunne forstå eller anti­cipere den "indre sammenhæng mellem aktiv tilgang til verden, øgede muligheder for selv at bestemme og øget livskvalitet" (ibid. s. 190).
The psychology of motivation assumes that an accept ance of the learning idea in an assertive sense implies making the "inner link be tween a willingness to learn, an extension of the possibilities to shape one's own life and achieve an improved quality of life" something which can be experienced di rectly and anticipated (ibid. p. 190).
Det er dog ikke hensigten med 'hvid­bogen' at udstikke detaljerede og bin­dende retningslinjer for vejen mod 'det kognitive samfund'.
It is not, however, the purpose of the White Paper to map the itinerary for a "learning society" either in detail or in binding fashion.
Derimod sigter de anbefalinger, der er indeholdt deri. "mod i de kommende ar at starte en bredere debat" (EUROPA­KOMMISSIONEN 1996. s. 78).
Its recommendations rather seek "to pave the way for a broader debate in the years ahead" (European Commission 1995, p. 53).
Men da 'hvidbogen' ogsa star for en efterhånden etableret tradition med hen­syn til at indstille den enkelte pa et liv med uddannelse, forekommer det at være hensigtsmæssigt i mikroperspektiv at re­konstruere det makroperspektiv, som ideerne om det lærende samfund og ud­dannelse gennem hele livet gang pa gang stilles i (CROPLEY 1986).
But since the White Paper also stands for a now established tradition of bringing human beings closer to a learning mode of life, it would seem help ful to reconstruct the macroperspective in which the ideas of a learning society and lifelong learning are repeatedly placed (Cropley 1986). but in the microperspective.
Man kan sale­des stille del spørgsmål, hvordan det ab­strakte indlæringsimperativ i et europæ­isk økonomisk og socialt omrade, som er forpligtet til at udvikle sine menne­skelige ressourcer, kan udnyttes subjek­tivt og behandles som en personligt be­tydningsfuld livsopgave.
In other words, we need to ask how the abstract learning imperative of the European economic and social area committed to the development of its human resources may be perceived subjectively and adopted as a personally significant task in life.
I den forbin­delse indtages der et subjektviden­skabeligt standpunkt i overensstemmelse med den teoretiske position i HOLZ­ΚΑΛ1Ρ (1995).
I shall proceed to look at this issue from the viewpoint of the subject, taking up the theoretical po sition expounded by Holzkamp (1995).
En ekspansiv indlæringsopfattelse er bl.a. kendetegnet ved. at ansvaret for at regi­strere indlæringskrav Hyttes til subjektet.
One of the features of an expansive view of learning is that it assigns responsibility for the registration of learning needs to the subject.
Dermed bliver det klart, hvilken central betydning erfaringsevnen har i forbindelse med erkendelsen af en indlærings­problematik.
This explains the focal importance of' an ability to register experiences when it comes to recognizing a learning issue.
I (den idealtypiske) modsæt­ning til defensive lærehandlinger, som afværger ulemper, vurderes vedkommen­des egne handlingsmæssige forudsæt­ningers utilstrækkelighed (viden, indstil­linger, færdigheder) som en endnu ikke tilstrækkelig udnyttelse af de personlige livsmuligheder og muligheder tor selv at bestemme.
In the ideal case, and in contrast to defensive learning acts which seek to avert disadvantages, shortcomings in the subject's capacities for action (knowledge, attitudes, skills) arc seen as a failure thus far to fully exploit the opportunities the subject has to shape his own life.
Det fremgår klart, at i denne forbindelse skal ikke ethvert "udefra kom­mende indlæringskrav (...) nødvendigvis opfattes som en indlæringsproblematik" (ibid. s. 212).
It is not hard to understand in this connection that not "every teaching requirement set by an outside agency (...) must necessarily be accepted as a learn ing issue" (ibid, p. 212).
Men det fremgår ogsa klart, at en indlæringsmæssig indstilling, som er præget af .subjektreference, aktivitet og egenorganisation, kræver en kognitiv og emotionel disposition, som i betragtning af de mest forskelligartede individuelle og sociale udfoldelsesmæssige grænser først skal 'tilegnes' ­ dvs. opbygges eller, i lyset af den vedvarende arbejdsloshed. gen­vindes (WACKER 1981).
But it is also clear that an approach to learning which centres on the learning subjects, their activity and self-organization calls fora cognitive and emotional disposition which. given all manner of individual and social constraints on human development, must first be "learned", i.e. built up or. as in the case of the long-term unemployed, regained (Wacker 1981).
Den subjektive dimension af uddannelse gennem hele livet bogen' lægger sa stor vægt pá at taksere et samfunds ydeevne og sociale goder efter, hvor åbent det er over for ny viden og den generelle tilgængelighed heraf.
EUROPEAN JOURNAL its degree of openness to new knowledge and the general accessibility of such knowledge.
Tager man det kognitive samfund' bog­staveligt, er det (i overvejende grad) na­turvidenskabelig­tekniske kundskabs­regime gennemfort deri; den enkeltes livs­muligheder er en funktion af vedkommen­des operative og tematiske 'åbenhed' over for materialerne til at forstå omverdenen og en aktiv gennemforelse heraf.
If we take the "learning soci­ety " literally, it is one in which knowl­edge is (mainly) of a scientific and tech­nical nature. Individuals' chances in life are a function of their operative and the­matic "openness" to the materials they require to understand the world and the implementation of this understanding.
"Principielt giver en subjektorienteret dechifre­ring eller omsætning af formlen 'uddannelse gen­nem hele livet' kun mening, hvis det anerkendes, at der er en snæver biografisk forbindelse mellem en eksi­stens, der fortløbende ud­vikles, og de teknikker, der kan erhverves til at mestre den (...)."
"Basically, a subject­ori­ented interpretation or translation of the 'lifelong learning'formulation only makes sense where a close biographical connection is recognized to exist between a continually evolving exist­ence and the techniques which may be acquired to negotiate the challenges raised thereby(...)."
Pædagogiske følger af et 'kognitivt samfund'
Pedagogical implications of a "learning society"
For en pædagogisk betragtning må et sam­fund, som udnævner viden til at være sit centrale særkende, dog i flere henseen­der udgøre et problem:
A society which declares knowledge to be central to its definition encounters a number of problems from the pedagogi­cal viewpoint: formulation only makes sense where a close biographical connection is recog­nized to exist between a continually evolving existence and the techniques which may be acquired to negotiate the challenges raised thereby (Oerter 1987).
Principielt giver en subjektorienteret de­chifrering eller omsætning af formlen 'ud­dannelse gennem hele livet' kun mening, hvis det anerkendes, at der er en snæver biografisk forbindelse mellem en eksi­stens, der fortløbende udvikles, og de tek­nikker, der kan erhverves til at mestre den (OERTER 1987).
If we are to develop personal approaches which permit life to be negotiated suc­cessfully throughout its course, learning must become a "characteristic, personal, unique and self­controlled activity" (Wedemayer 1989. p. 183).
I dette lys 'udløses' indlæring så at sige af de livs­historiske projekter og erfaringer, opga­ver og kriser i menneskets eksistens.
From this an­gle, learning is bound up with life's projects and experiences, the responsibili­ties and crises which accompany human existence.
Der­for svarer forestillingen om livsledsager bedre til det psykologiske naturel i form af biografisk betydningsfuld indlæring, bedre end en abstrakt model, som ude­lukkende lægger livets tidsmæssige ud­strækning til grund (LENGRAND 1986).
The lifelong aspect thus accords more closely with the psychological naturelof biographically significant learn­ing than does a conceptual model focus­ing exclusively on the lifespan (Lengrand 1986)
3 De massivt forøgede vidensmængder gennem forskning og kommunikation betyder, at det bliver mere og mere pro­blematisk entydigt at foretage en udvæl­gelse, en vægtning og didaktisk organi­sering af livsrelevant viden.
3 The huge growth in the body of knowledge resulting from research and communication makes it increasingly dif­ficult to achieve a consensus about the selection, weighting and didactic organi­zation of knowledge which has a rel­evance to life.
ZÌ I hetragtning af den erfaring, at kon­ceptet for et moderne tankesæt, der er forpligtet i forhold til oplysnings­traditionen, er begyndt at smuldre (UHLE 1993). kommer navnlig ideen om viden som et næsten naturligt autoriseret erkendelses­ og uddannelsesmedium un­der pres.
□ Since the concept of a modern age committed to the tradition of enlighten­ment has come under attack (Uhle 1993), it is particularly difficult to sustain the idea of knowledge as virtually the naturally or­dained medium of cognizance and edu­cation.
"De massivt forøgede vidensmængder gennem forskning og kommunika­tion betyder, at det bliver mere og mere problematisk entydigt at foretage en ud­vælgelse, en vægtning og didaktisk organisering af livsrelevant viden. "
"The huge growth in the stock of knowledge result­ing from research and com­munication makes it in­creasingly difficult to achieve a consensus about the selection, weighting and didactic organization of knowledge which has a rel­evance to life."
□ Netop i det 'kognitive samfund' kæm­per konkurrerende vidensrelaterede tiltag og fremtrædelsesformer om anerkendelse.
3 The competition between various ap­proaches to, and manifestations of knowl­edge is nowhere fiercer than in a "learn­ing society".
Omgangen med pluralitet og perspekti­visk mangfoldighed, med modsatrettede meninger og modsætningsfyldte bud med hensyn til værdisystemer, stiller et mo­derne uddannelseskoncept pa en hardere prøve end f.eks. forarbejdningen af de rent kvantitative aspekter af 'informa­tiseringen'.
The task of coping with plu­rality and a diversity of perspectives, with contrary views and opposing values is a greater challenge to a modern concept of education than, for instance, the accom­modation of the purely quantitative con­comitants of the growth of an informa­tion society.
Når den subjektive dimension af uddan­nelse gennem hele livet fremhæves, bety­der det pã ingen made, at menneskets rent subjektive referencer til omverdenen til­lægges absolut værdi.
Emphasizing the subjective dimension of lifelong learning is certainly not tanta­mount to a one­sided internalization of the individual's relationship with the world around him.
Var det tilfældet, ville indlæringens nytte i livet blive afhængig af støtte fra privatistiske, socialt afkoblede former for eksistenspraksis, som ville stå i diametral modsætning til antagelserne og motiverne i forbindelse med en offensiv indlæring, der er interesseret i at forholde sig aktivt til omverdenen.
Were this the case, the practical benefits of learning would be reduced to support for private, so­cially detached forms of existence, which are diametrically opposed to the assump­tions and motives behind assertive learn­ing which allows the subjects to take action with regard to the world around them.
Med hensyn til denne forholden­sig­til­omverdenen lyder en af de centrale antagelser i en offensiv indlæringsteori: Mennesket 'møder' ikke ganske enkelt sine livssammenhænges vir­kelighed.
With regard to this way of dealing with the world, one of the central as­sumptions of an assertive learning theory is that human beings are not simply "faced" with the reality of their lives.
Den 'konstrueres' derimod i pro­cesser med aktiv dialog ved hjælp af kog­nitive skemaer og tilegnes gennem erfa­ringer.
They "fashion" it by actively confronting the world around them, using certain learning patterns, and they assimilate it through experiences.
Til dette svarer, i det praktiske liv. lærehandlingers indgribende karakter: Om­verdenen kan ikke kun forstås, men ogsa ændres.
As regards the prac­tices of human existence, the interven­ing nature of learning actions accords with this view. The world cannot only be understood, but also changed.
Netop denne mulighed for at æn­dre pá tingene er jo grundlaget for den lærendes tillid til at kunne forbedre sin si­tuation, erkende sammenhænge, udvikle nye interesser og evner.
And it is this potential for change which pro­vides the foundation for the learning subjects' confidence in their ability to improve their situation, recognize links and develop new interests and abilities.
Mødet mellem omverden og individ sker efter den traditionelle forståelse i videns­mediet.
Conventional wisdom has it that the world and the individual encounter each other in the medium of knowledge.
Det er ikke tilfældigt, at hvid­
It is not by chance that the White Paper is so insist­ent in its calls for the efficiency and so­cial qualities of a society to be judged by
3 Hvis det holder stik, at en "dynamisk definition" efter MITSCHERLICH ( 1963. s. 3D viser uddannelse som "koordineret sogebevægelse". som ikke ma blive til dogmatisk vished, kræver det pædagogi­ske ansvar, at navnlig den skolemæssige indlæring gøres fortrolig med ejendom­melighederne, men ogsa mulighederne i forbindelse med 'doseret uvished'.
3 If we accept Mitscherlich's (1963, p. 31) view that a "dynamic definition" makes education a "coordinated search effort" which must not be permitted to become dogmatic certainty, pedagogical responsibility demands that school­based learning in particular should incorporate "doses of uncertainty" with both the pe­culiarities and the opportunities this im­plies.
^J Taler man om et 'kognitivt samfund', risikerer man at blive bebrejdet, at man overser alle menneskets livsreferencer og udtryksformer, dets samlede disposition til handling og indlæring og holder fast ved et kompetence­ og uddannelsesideal. som kun taler til hovedet.
J Those who speak of a "learning society" leave themselves open to the re proach of ignoring the totality of human life references and forms of expression, the integral human disposition to act and learn, and putting an exclusively "cerebral" ideal of competence and education in its place.
"For at kunne øge kom­petencerne eller udnytte nye udviklingsmuligheder er det nødvendigt med livs­historiske forudsætninger, som det ofte ikke lykkes at indhente. " holdbar med hensyn til egne indlærings­rum.
not hold water. Human beings piece to gether various facets of life according to their interests and their existential designs.
Mennesket integrerer sine livs­sammenhænge i overensstemmelse med sine interesser og eksistentielle projekter: en skelnen mellem erhvervsrettet og al­men uddannelse ville stride mod karak­teren af ekspansiv indlæring, som omfat­ter hele livet, savel som isoleringen af enkelte uddannelsesrum fra det øvrige liv.
Separating vocational and general educa tion is at odds with the nature of expansive learning, since the latter addresses life in its entirety. The same goes for isolating specific learning spheres from the rest of life.
John DEWEY (1993. s. 408) opstillede allerede i 1915 den klassiske formel i relation til sko­lens vigtige rolle for livet: Opgaven be­star ikke i at gøre skolen til et appendiks til erhvervslivet, men derimod i. at de in­dustrielle faktorer anvendes til at gore skolelivet mere aktivt, give det mere umid­delbar mening og bringe det i tættere for­bindelse med livet uden for skolen."
408) provided the classic description of how school serves life back in 1915: The purpose is not to make the school an adjunct of commerce and trade, but to use the factors of industry to make the school more active, richer in immediate meaning, and to bring it into close connection with life outside school.
3 Den aktive anvendelse af videns­ressourcer og dens biografiske udnyttelse udgor ikke nogen livskvalifikation, der er frit tilgængelig og udviklet ens i alle so­ciale miljøer.
ü Access to knowledge resources and their personal use is not an asset which is freely available and equally well de veloped in all social milieus.
For at kunne øge kompe­tencerne eller udnytte nye udviklingsmu­ligheder er det nødvendigt med livs­historiske forudsætninger, som det ofte ikke lykkes at indhente.
In order to broaden their competence or open up new scope for development, human be ings need to build on existing experience which often cannot be acquired in retrospect.
For sa vidt har det kognitive samfund i realiteten næsten .stænderagtige træk. Hvidbogen taler om en opsplitning mellem "dem. som ved. og dem. som ikke ved" (EUROPA­KOMMIS­SIONEN 1996. s. 26).
To this extent, stratification patterns in a learning society actually display par allels with the estates of feudal times.
Hvad kan man slutte af de som eksempel skitserede sociale og pædagogiske folger af et 'kognitivt samfund' for den subjektive udformning af et program for uddannelse gennem hele livet?
What conclusions can be drawn from the social and pedagogical implications of a "learning society" which I have cited here by way of example for the subjective de sign of a lifelong learning programme?
Igen kan der kun be­handles nogle fa aspekter: en mere ud­forlig diskussion findes i KÜNZEL u. BÖSE (1995).
Only a few aspects can be addressed within the scope of the present article.
Konklusioner med henblik på et program for uddan­nelse gennem hele livet
Conclusions for a lifelong learning programme
Gennem eks­pansiv indlæring far den enkelte kend­skab til 'sin' omverden og anvender i den forbindelse vidensbestande af den mest forskelligartede oprindelse, art og gyldig­hed.
Human beings use expansive learning to shape "their" world, having access to knowledge of extremely homogeneous origin, type and validity.
Indlæring som 'livsledsager' forud­sætter en virtuos handtering af videns­ressourcer, som gennem perfektione­ringen af de informationsteknologiske netværk bliver lettere og lettere at fa fat i.
Learning in the "lifelong" mode presupposes the skilful handling of knowledge resources which are becoming increasingly accessible with the per fection of information technology networks.
En sadan virtuositet ma imidlertid ikke begrænses til sine operative dimensioner, da den i sidste instans betegner en om­fattende kompetence til at bemægtige sig viden, men ogsa uvishedens diverse fremtoningsformer.
But this skilfullness must not be reduced to its operative dimension, since it ultimately signifies an all-round com mand of knowledge and also the diverse manifestations of uncertainty.
Infrastrukturen i for­bindelse med den ubegrænsede adgang til informationer udgor i sig selv ikke noget ressourcesystem, som ville være fordelagtigt for uddannelse gennem hele livet primært i kraft af sit tekniske poten­tiale.
The infrastructure of unlimited access to informa tion is not in itself a resource system, which would be conducive to lifelong learning mainly because of its technical potentials.
Som en del af spektret af individu­elle indlæringsmuligheder og muliggor­elsesperspektiver skal det integreres el­ler selektivt bearbejdes af individets kon­trollerende fornuft.
As part of a range of individual learning opportunities and enabling factors, it must be integrated and processed selectively through the controlling function of individual reason.
Uddan­nelse gennem hele livet omfatter hele menneskets udvikling og kan pa baggrund af den subjektive indlæringsbiografi ka­rakteriseres ved. at de skolemæssige og ikke­skolemæssige uddannelseserfaringer er af samme vigtighed.
Time sequence. Lifelong learning is concerned with human development in its entirety and. from the viewpoint of an individual's learning career, may be characterized by the equal status of school and out-of-school educational experiences.
Afgørende for den livshistoriske betydning af indlærings­sammenhænge er den grad. hvori disse gør en ekspansiv indlæring mulig, hvor­ved de personlige handlemuligheder øges (HOLZKAMP 1995. s. τ92).
The biographical significance of learning contexts depends on the degree to which they permit expansive learning and extend the scope for personal action (Holzkamp 1995, p. 492).
Uddannelse gen­nem hele livet præger alle omrader, rol­ler og steder, hvor subjektet gennem handlinger kan forarbejde og udforme virkelighed.
Spatial integration. Lifelong learning is present in all domains, roles and loci in which the subject can process and shape reality through actions.
Ud fra synsvinkelen person­lig enhed og sikring af identitet viser ad­skillelsen mellem arbejde og fritid, offent­lighed og privatsfære sig ikke at være
Given that we are concerned with individuals and their specific identities, the division of work and leisure, public and private spheres into separate learning arenas does
5 Godkendelse af personlig viden.
5 Accreditation of personal knowledge.