Trend-Setters and Other Types of Lifelong Learners.

Autor/in	du Bois-Reymond, Manuela
Titel	Trend-Setters and Other Types of Lifelong Learners.
Quelle	(1999), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Aging (Individuals); At Risk Persons; Attitude Change; Children; Cognitive Style; Conventional Instruction; Definitions; Educational Attitudes; Educational Benefits; Educational Opportunities; Foreign Countries; Incentives; Informal Education; Intentional Learning; Learning Modalities; Learning Motivation; Learning Processes; Lifelong Learning; Self Motivation; Social Integration; Teacher Student Relationship; Young Adults; Youth + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Aging; Altern; Risikogruppe; Attitudinal change; Einstellungsänderung; Child; Kind; Kinder; Cognitive styles; Kognitiver Stil; Begriffsbestimmung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsertrag; Bildungsangebot; Bildungschance; Ausland; Anreiz; Informelle Bildung; Nichtformale Bildung; Intentionales Lernen; Lernumgebung; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Life-long learning; Lebenslanges Lernen; Soziale Integration; Teacher student relationships; Lehrer-Schüler-Beziehung; Young adult; Junger Erwachsener
Abstract	Learners may be categorized as follows: (1) intrinsically motivated intellectuals; (2) extrinsically motivated mass learners, as represented by modern school youth; (3) extrinsically motivated learners in continuous requalification; and (4) intrinsically motivated "trendsetters." Although intrinsically motivated learners tend to be found at the upper end of the social structure in a learning society, different learning types cannot be strictly associated with particular social classes. Unlike extrinsically motivated learners, intrinsically motivated learners develop a strategic attitude toward learning and combining formal cultural capital with more informal experiences. During childhood, parental and social milieu is of paramount importance for development of a stable attitude toward learning. The motivation for learning of adolescents and young adults with inadequate education is rather low, and their attitude toward learning and school is the most alienated. Parallel trajectories are required to combine education and employment. Adolescents and young adults with the potential for intrinsic learning have realized the personal and social advantages in allowing learning, work, and leisure time to penetrate one another. The learning society must convince all its members, including extrinsic learners and individuals in marginalized groups, that allowing this penetration of learning, work, and leisure time improves the opportunities of life. (Contains 31 references.) (MN)
Anmerkungen	For full text: http://www.erill.uni-bremen.de/lios/sections/s4_bois.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC