Metaphors we learn by
Practitioners’ conceptions of the meaning of nonformal learning in Estonian context
Bibliographic Data
| ID | 21866945 |
|---|---|
| Authors | Halliki Põlda (0009-0009-3181-975X, Tallinn University), Katrin Karu (Tallinn University), Katrin Karu Katrin Karu, Riina Reinsalu (University of Tartu), Riina Reinsalu Riina Reinsalu |
| Year | 2021 |
| Volume | 13 |
| Issue | 2 |
| Pages | 143-158 |
| Publication date | 2021-11-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal for Research on the Education and Learning of Adults (JOURNAL) |
| Journal identifiers | ISSN: 2000-7426 • E-ISSN: 2000-7426 |
| Publisher | Linköping University Electronic Press (PUBLISHER • SE) |
| DOI | 10.3384/rela.2000-7426.3682 |
| OpenAlex | W4286860664 |
| Language | EN |
| References cited | 17 |
Non-formal education is the central standpoint and practice of lifelong learning. The aim of the article is to demonstrate the possibilities of construing the meaning of non-formal education through practitioners’ conceptions in Estonia. At the same time, we show how non-formal education practice can enrich other types of education and how these principles may be more widely applied in formal education as well. The current research based on metaphor analysis draws on the materials collected in focus group interviews with practitioners (n=17). Analysis revealed that practitioners describe non-formal education as a cooperational journey of discovery which requires effort, concentrates on development and is related to emotions, play and creativity. At the same time, non-formal education is defined through metaphors of cultural symbols and open space. The diverse opportunities of non-formal education create the basis for choices and tolerance to differences, whereas the emergence of border area metaphors confirms the deep rooted idea that non-formal education’s place lies in between different types of education
Estonian · Linguistics · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Innovative Education and Learning Practices · Philosophy · Psychology
| Highly cited | No |
|---|