Public open spaces as arenas for learning. Informality, transformation, and the pedagogy of the unknowable.

Autor/in	Furlan, Meta
Titel	Public open spaces as arenas for learning. Informality, transformation, and the pedagogy of the unknowable.
Quelle	In: European journal for Research on the Education and Learning of Adults, 17 (2026) 2, S. 197-212Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:35719 10.3384/rela.2000-7426.6054
URN	urn:nbn:de:0111-pedocs-357192
Schlagwörter	Lernen; Open Space; Öffentlichkeit; Fallstudie; Interview; Erwachsenenbildung; Slowenien
Abstract	The paper examines public open spaces as sites of informal and transformative learning and engages with the frameworks of public pedagogy and the pedagogy of the unknowable. The study aims to understand how learning unfolds through unplanned, relational, affective and non-representational encounters with space, others and the self. Based on a qualitative case study conducted along the Path of Remembrance and Comradeship in Ljubljana (PATH), the paper analyses this urban memorial site as a multi-layered learning environment that evokes historical, symbolic and social dimensions. The findings suggest that such spaces not only harbour social interaction, but also actively shape reflective, critical and emotional learning processes that promote personal change and social awareness. By conceptualising the unknowable as a pedagogical condition, we foreground the unpredictability, openness and ambiguity inherent in learning in public open spaces and offer a conceptual rethinking of pedagogy beyond formal institutions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4