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The Youngest Generation: Education as a Commodity

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The Youngest Generation: Education as a Commodity

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Symbolic experiential environments, such as media and entertainment, have a central importance in the life
stories of this generation. According to our interpretation, there are two characteristic features of this generation: hobbies as a meaning for life, and the feeling that their own identity is a problem. Educational opportunities have increased and become a tangled knot of choices. General education in particular is seen as a commodity and may even be taken for granted.

Society has become more rationalised and consume oriented, and education is just a part of this generation’s everyday life.

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The Middle Generation: Education as a Means to Career Progression

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The Middle Generation: Education as a Means to Career Progression

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’work is a central meaning of life, and education functions as a means to professional career progression’

Migration to towns!

Belief in science and in the power of expertise.

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The Oldest Generation: Education as an Ideal

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The Oldest Generation: Education as an Ideal

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Regardless of class, however, all groups considered education as an ideal in their narratives. Often this ideal was emphasised when someone was unable to gain education, or when his/her education was discontinued.

The oldest generation was never satisfied, regardless of the education level they achieved. There was always a hope of continuing their education, a hope that was not often fulfilled.

Higher education meant a higher social status!

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Scenario 1: adult education in the iron gage of formal rationality and bureaucracy
Scenario 2: adult education as a nest of material rationalization and communality
Scenario 3: the future of adult education is open

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Learning processes occur when people encounter a problematic situation in life, which they try to solve with new resources. These resources become a part of their identity. Antikainen (1998) has described this process as a ’significant learning experience’ (cf. Merriam & Clark 1991). In the new society of uncertainty and risks, we must control our lives through continuous reflexion and self-study (Beck 1986;
Beck et al 1994). Continuous learning is a necessity to enable us to manage a globalized economy and our individualised life course. Learning can continue throughout our lives, as the concept ’lifelong learning’ expresses, but it can be ’lifewide’ as well, by combining the formal and informal ways of learning. ’Lifewide learning’ can prevent our identity from becoming too one-dimensional and rigid, which is the besetting sin of formal learning (Antikainen et al. 1999).

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The difficulty in the concept ’generation’ lies in the fact that one cannot separate the influence of history and age. In principle, it is possible that as the younger generation ages, work and professional career will gain the same importance for them as for the older generation. However, it is easy to theorise that the importance of work and career cannot be the same as it was before in the circumstances of a welfare state and growing industrialism.

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The paper examined the interplay of complex and contradictory structural positions and cultural locations in which older people use and understand learning, formally and informally.

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The paper examined the interplay of complex and contradictory structural positions and cultural locations in which older people use and understand learning, formally and informally.

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1. Policymakers most important concern is the labour market

2. For adult learning in European agenda:  lifelong learning ‘is the key to a flexible, adaptable and above all employable workforce’ (European Commission 2012)

3. (OECD) talked of a new arrangement of the life course: moving from a sequences of stages (full-time education into work into retirement) to what it called ‘alternation’ between periods of work, learning and leisure through the life course (OECD 1973)

4. Social education policy basis are the life stages: childhood, adulthood, ageing and decline (Laslett, 1989)

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While we can detect some tendencies towards destandardisation and destandardisation of the life course in later life, we can also see significant continuities in the influences of socio-economic position, gender, and ethnicity, as well as of generational position, that continue to affect people’s life chances, as well as the expectations and experiences of transition of older people. These in turn shape the experience of liminality and point to continuing changes in status and role.

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Main idea: explore the idea of ‘educational generations’ as a key concept that helps us understand how adults use and interpret learning in later life.

Generation equals family positions and relationships (being a child, parent, grandparent)

Generation memberships signaling continuities between past and future.

Have something there lasting to let future generations know

Generations as a form of community

The experience of generation will differ, between the genders or classes, or between different ethnic groups.

Important subjective and objective component of particular identities

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Understanding of generation - the narrative of a miner

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Understanding of generation - the narrative of a miner

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The place of education in the narratives illuminates the complexity of relations over time between people’s learning and the rest of their lives.

Educated not by teachers but by parents

Importance of apprenticeship

Academic and teachers were thought to be impractical

Teachers didn´t have common sense (not down to earth)

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Times and event affected the learning possibilities. (before the 60´s there were less possibilities to study in the university)

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Times and event affected the learning possibilities. (before the 60´s there were less possibilities to study in the university)

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There are some important differences between generations in their attitudes towards both initial education and adult learning. (Finish studies)

Education was affected by the Second World War

.../being a university student is likely to have carried a very distinctive set of meanings for young people at a time when the higher education participation rate was three per cent; the same status carries quite different meanings when the participation rate is over forty percent, and higher education entry constitutes part of the normal biography – at least for the middle classes, for girls and for some ethnic groups/...

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Field, J. (2013). Learning through the ages? Generational inequalities and inter-generational dynamics of lifelong learning. British Journal of Educational Studies, 61, 1. https://drive.google.com/file/d/10mUSYj6i9vsqViPv9ei_ohiIiwsKQCTX/view?usp=sharing

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Field, J. (2013). Learning through the ages? Generational inequalities and inter-generational dynamics of lifelong learning. British Journal of Educational Studies, 61, 1. https://drive.google.com/file/d/10mUSYj6i9vsqViPv9ei_ohiIiwsKQCTX/view?usp=sharing

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Antikainen, A. & Kauppila, J. (2002). Educational Generations and the Futures of Adult Education: A Nordic Experience. https://drive.google.com/file/d/1N-kVGxmVX6-_emxmvcTPPpYVpEXNLkOz/view?usp=sharing

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Antikainen, A. & Kauppila, J. (2002). Educational Generations and the Futures of Adult Education: A Nordic Experience. https://drive.google.com/file/d/1N-kVGxmVX6-_emxmvcTPPpYVpEXNLkOz/view?usp=sharing

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Jõgi, L. (2014). Being an Adult Learner and Learning Through Life.  In.: Zarifis, G, & Gravani. Chapter 14. Springer. https://drive.google.com/file/d/1XlR_OGTbDfccvualSXbEioEmH2PJOtCd/view?usp=sharing

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Jõgi, L. (2014). Being an Adult Learner and Learning Through Life.  In.: Zarifis, G, & Gravani. Chapter 14. Springer. https://drive.google.com/file/d/1XlR_OGTbDfccvualSXbEioEmH2PJOtCd/view?usp=sharing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.