On popular art as a source of adult learning

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Pedagogy Culture and Society Pub Date : 2021-07-14 DOI:10.1080/14681366.2021.1954987

Aleksandra Litawa

引用次数: 1

Abstract

ABSTRACT This article supports the thesis that popular art can be a source of learning for adults. Questions are framed in the context of the trend for public pedagogy and the andragogical concepts of learning put forward by Jack Mezirow and Knud Illeris. To illustrate the problem, selected popular culture texts from the field of movies, street art, and TV series are used. On the basis of the analyses conducted, three conclusions are formulated. The first is that popular art can be a source of transformative learning. The second conclusion shows that the human learning process that takes place in relation to popular art integrates three dimensions of learning: the cognitive, emotional, and social. The third conclusion points to popular art as a form of public pedagogy.

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论大众艺术作为成人学习的源泉

摘要本文支持流行艺术可以成为成年人学习的源泉这一观点。这些问题是在公共教育学趋势和Jack Mezirow和Knud Illeris提出的心理学学习概念的背景下提出的。为了说明这个问题，从电影、街头艺术和电视剧领域选择了流行文化文本。在分析的基础上，提出了三个结论。首先，流行艺术可以成为变革性学习的源泉。第二个结论表明，与流行艺术相关的人类学习过程整合了学习的三个维度：认知、情感和社会。第三个结论指出大众艺术是一种公共教育形式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pedagogy Culture and Society EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.00%

发文量

期刊介绍： Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: •Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. •Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion.