Learning and an African lifeworld in (higher) education

B. V. Wyk
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引用次数: 5

Abstract

There have been concerns in recent years about drop-outs and matric pass rates in schools, and low through-put rates at higher education institutions in South Africa. I assume that these concerns relate to a perceived lack of, or inadequate, learning. Focusing on blacks in general or African learners and students in particular, these concerns however, failed to acknowledge the cultural dimension of learning. This article attempts to focus attention on a cultural dimension and argues that we need to explore the notion of the lifeworld, particularly the African lifeworld, in order to develop a deeper understanding of the unacceptable level of matric passes, drop-outs and through-put rates. Rasmussen (1998) argues that, for a variety of reasons, learning should be studied as a cultural phenomenon and I explore various types of learning cultures. Finally, I argue for transformative learning as a means to address concerns related to a perceived lack of learning Keywords : Learning, culture, lifeworld, African lifeworld, (higher) education, transformative learning. Indilinga Vol. 7 (2) 2008: pp. 171-181
高等教育中的学习和非洲生活世界
近年来,人们一直担心南非学校的辍学率和及格率,以及高等教育机构的低完成率。我认为这些担忧与学习的缺乏或不足有关。然而,这些关注主要集中在黑人,特别是非洲学习者和学生身上,未能认识到学习的文化维度。本文试图将注意力集中在文化维度上,并认为我们需要探索生活世界的概念,特别是非洲的生活世界,以便更深入地了解不可接受的基准通过率,辍学率和成品率。Rasmussen(1998)认为,由于各种原因,学习应该作为一种文化现象来研究,我探索了各种类型的学习文化。最后,我主张将转型学习作为一种手段来解决与感知到的学习缺乏相关的问题。关键词:学习,文化,生活世界,非洲生活世界,(高等)教育,转型学习。印染工业Vol. 7 (2) 2008: pp. 171-181
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