000			03286nam a22005535i 4500
001			978-1-4020-5346-7
003			DE-He213
005			20161121230631.0
007			cr nn 008mamaa
008			100301s2006 ne | s |||| 0|eng d
020			_a9781402053467 _9978-1-4020-5346-7
024	7		_a10.1007/1-4020-5346-0 _2doi
050		4	_aLC8-6691
072		7	_aJNF _2bicssc
072		7	_aEDU034000 _2bisacsh
082	0	4	_a379 _223
100	1		_aHager, Paul. _eauthor.
245	1	0	_aRecovering Informal Learning _h[electronic resource] : _bWisdom, Judgement and Community / _cby Paul Hager, John Halliday.
264		1	_aDordrecht : _bSpringer Netherlands, _c2006.
300			_aXIV, 280 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aLifelong Learning Book Series ; _v7
505	0		_aLifelong, Informal and Workplace Learning -- A Brief Genealogy Of Lifelong Learning -- Origins Of A Mistake -- Opportunity And Contingency -- Rethinking Learning -- The Importance Of Contextuality For Learning -- The Idea Of Practice -- The Idea Of Judgement -- Wisdom -- Recovering The Informal.
520			_aFor too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges.
650		0	_aEducation.
650		0	_aEducational policy.
650		0	_aducation and state.
650		0	_aEducational sociology.
650		0	_aEducation _xPhilosophy.
650		0	_aEducation and sociology.
650		0	_aSociology, Educational.
650	1	4	_aEducation.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aEducational Philosophy.
650	2	4	_aProfessional & Vocational Education.
650	2	4	_aLearning & Instruction.
650	2	4	_aSociology of Education.
700	1		_aHalliday, John. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402053450
830		0	_aLifelong Learning Book Series ; _v7
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-5346-0
912			_aZDB-2-SHU
950			_aHumanities, Social Sciences and Law (Springer-11648)
999			_c501661 _d501661