THE USERJLNESS OF THE THEORY OF SITUATED LEARNING IN ANALYZING EDUCATIONAL BIOGRAPHY OF AN ADULT

Abstract

The article shows the consideration about usefulness of the theory of situated learning in bio- graphical research. The author presents the theory of situated learning as a key to analysis of educational biographies of adults. The aim of the text is to explain the following terms: critical event and educational biography; to present the theory of situated learning and its usefulness in analysing critical events, leading biographical research.
The author analyses the proposals of terminological agreements concerning critical events. She gives examples of events which seem to be important in an adult's life and can cause an evolutionary change. Next she describes the educational biography. The educational biography helps adults with reconnaissance how their previous experience and knowledge influence their new learning; it allows them to discover social and interpersonal influence on their life and their educational activity.
The third part of the article is devoted to the theory of situated learning and its usefulness in biographical research. The theory of situated learning can be useful to be able to get to know understand and describe the position of learning in human biography. Analysing educational biographies of adults gives information that in fact people learnt from life, everyday contacts with other people and daily activities.