Intergenerational Learning in the Family and Family Context
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| Year of publication | 2011 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | This paper is a sequel to the first study summarizing the results of quantitative stage of our research. It relies on more detail and on new methodological approaches to explore intergenerational learning in the family. Our current research aims at increasing the accuracy of the so-far results and their further analysis based on qualitative methodology in order to mediate a deeper insight into the issues. The first part of the paper focuses on developing our thesis concerning the “pro-learning” family, the second part provides a synthesis of issues such as content of intergenerational learning in the family, directionality of learning in the family, who teaches whom among the three generations, how is learning received among the three generations and how it is that learning in the family takes place – using the concept of roles that individual family members assume in mutual learning. The third part discusses model relations between and among family members in the process of family learning. |
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