Główna treść artykułu

Abstrakt

This text presents a few reflections on the processes formatting contemporary conditions for the functioning of individuals in Western society. It proposes a general presentation of the socio­cultural syndrome of educationalisation. Learning (education) becomes a tool, a task, an effect (in the form of an attitude of readiness for the constant development of skills), which defines the logic of action of contemporary people. This text should be seen as a contribution to a broader analysis of social processes related to the growing importance of educational institutions in the contemporary world.


The first part presents the main features of the syndrome of educationalisation as a process resulting from the expansion of formal education institutions. The author points out here the importance of school education in changing the way of peoples’ ways of thinking over the decades and in locating the value of education at the centre of Western culture. The second part of the text presents the influence of education on various spheres of functioning of individuals. The author shows how educational logic begins to regulate the activities of individuals in fields so far not associated with education.

Słowa kluczowe

education, educationalisation educational policy, culture

Szczegóły artykułu

Jak cytować
Mikiewicz, P. (2020). Educationalisation and its implications for contemporary society. Dyskursy Młodych Andragogów, (21), 9–19. https://doi.org/10.34768/dma.vi21.562

Bibliografia

  1. Baker D.P. (2009), The Schooled Society. The educational transformation of global culture, Stanford University Press, Stanford.
  2. Baker D.P. (2011), The future of schooled society: the transforming culture of education in postindustrial society, in:Frontiers in sociology of education, Maureen Hallinan (ed.), Springer, Dordrecht, pp. 11-34.
  3. Becker Gary S. (1964), Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, University of Chicago Press, Chicago.
  4. Conrad P. (2007), The Medicalization of Society, Johns Hopkins University Press, Baltimore.
  5. Davies S. & Mehta J. (2013), Educationalization, in: Sociology of Education. An A-to-Z Guide, Ainsworth J. (ed.), Sage, Los Angeles, pp. 228-230.
  6. Feinstein L., Hammond C., Woods L., Preston J. & Bynner J. (2003), The Contribution of Adult Learning to Health and Social Capital. Wider Benefits of Learning Research Report, The Centre for Research on the Wider Benefits of Learning, London.
  7. Giddens A. (1991), Modernity and Self-Identity. Self and Society in the Late Modern Age, Stanford University Press, New York.
  8. Gloster R., Buzzeo J., Marvell R., Tassinari A., Williams J., Williams M., Swift S. & Newton B. (2015), The contribution of Further Education and skills to social mobility, Department for Business, Innovation and Skills, London.
  9. Gutiérrez-Esteban P. & Mikiewicz P. (2013), How Do I Learn? A Case Study of Lifelong Learning of European Young, in: E-learning & Lifelong Learning. Monograph Sc, E. Smyrnova­‑Trybulska (ed.), Studio Noa for University of Silesia in Katowice, Katowice-Cieszyn, pp. 69-76.
  10. Hadjar A. & Becker R. (2009), Educational expansion: expected and unexpected consequences, in: Expected and Unexpected Consequences of the Educational Expansion in Europe and the US: Theoretical Approaches and Empirical Findings in Comparative Perspective, A. Hadjar, R. Becker (ed.), Haupt, Bern, pp. 9-26.
  11. Labaree D. (2012), Someone has to fail. The zero-sum game of public schooling, Harvard University Press, Cambridge, Massachusetts, London.
  12. Malewski M. (2010), Od nauczania do uczenia się. O paradygmatycznej zmianie w andragogice, Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej, Wrocław.
  13. Mikiewicz P. (2016), Socjologia edukacji. Teorie, koncepcje, pojęcia, PWN, Warszawa.
  14. Mikiewicz P. (2017), Oblicza socjologii edukacji – w stronę syntetycznego modelu analiz, “Edukacja”, Vol. 3, pp. 5-19.
  15. OECD (2019), OECD Skills Strategy Poland: Assessment and Recommendations, “OECD Skills Studies”, OECD Publishing, Paris, https://doi.org/10.1787/b377fbcc-en.
  16. Potulicka E. & Rutkowiak J. (2010), Neoliberalne uwikłania edukacji, Impuls, Krakow.
  17. Schuller T., Brassett-Grundy A., Green A., Hammond C. & Preston J. (2002), Learning, Continuity and Change in Adult Life,The Centre for Research on the Wider Benefits of Learning, London.