CONCEPTUAL CHALLENGES IN UNDERSTANDING INNOVATIVE EDUCATION IN ORGANIZATIONAL CONTEXT

Mikhail Klarin

doi:10.5937/IJCRSEE1601067K

Аутори

Mikhail Klarin Laboratory for Didactics (General Theory of Education), Institute for Strategy of Education Development, Russian Academy of Education, Moscow https://orcid.org/0000-0003-3455-6560

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https://doi.org/10.5937/IJCRSEE1601067K

Кључне речи:

adult and continuing education, innovative education, collective learner, transformative education

Сажетак

The paper suggests shifts in educational thinking about adult and continuing education practices including: goal setting, nature of the learner, character of education, and its elements including the sources in the educational process, evaluation of its outcomes, and social (micro-social) role of education. The author explores innovative vs. conventional adult learning, and introduces several new approaches to adult education. Several conceptual challenges (paradoxes) are considered that do not fit the traditional educationalist’s thinking. The conceptual shifts are explored as cognitive gaps, leading to insights about the nature of adult education, and pragmatic changes in shaping education to transform individual and collective experience.

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