PERSONAL DEVELOPMENT (intellectual): languages, information technology etc.
(Outline of the workshop theme)
Ms Vida Mohorcic Špolar, Chair of workshop A
Tensions in liberal adult education
One of the core factors of self-motivated education has traditionally been an individual's desire for intellectual self-enhancement. Personal development used to be the main motivation for independent learners; nowadays the utility factors inherent in self-enhancement have gained almost an equally important status. The reason for studying languages could previously be related to travelling abroad or passion for foreign literature, whereas today the most common motivation is to improve personal skills to meet the requirements of working life. On the other hand, the internationalisation of civic organisations requires language skills, so the question is not unambiguous. Studying information technology also serves personal interests, and it could very well be speculated which needs actually do prevail: private ones or those of working life.
To what extent can this development be explained by the fact that an increasing amount of the citizens of the EU countries are in information-intensive occupations and the general level of education is high? What if the job alone provides sufficiently intellectual challenge? Is self-motivated intellectual development losing ground to such forms of liberal education, where, instead of concentrating on intellectual performance, people prefer to spend their leisure time with hobbies related to handicrafts, performance and self-expression or sports as a counterreaction to work?
Or will the focus of non-credit study shift towards subjects such as studying local history or genealogy? Can non-award bearing study offer something to the immigrants' personal intellectual development?
What is the significance of this question for those countries where parts of the population still are illiterate? Do they still have need for information-intensive non-credit study?
Is there still a clear need for self-motivated and non-credit study in intellectual subjects?
What is the situation in your own country:
- how are relations between basic & professional education and liberal adult education in your country concerning subjects like languages, information technology etc. ?
- can you regocnise the tensions mentioned above?
- if not, which tensions you can see in your own country?
- which are the most important new trends in teaching and learning intellectual subjects in liberal adult education institutions?
- how your liberal adult education system has answered the actual tensions and new trends?
- is the development in your opinion positive or negative or both? why?
- which are the common points between lifelong learning and the problems/tensions recognised by you?
- are public libraries considered to be a part or a tool for liberal adult education? how are the concrete relations between liberal adult education institutions and public libraries
