In the current knowledge society, education assumes a very important role: knowledge and training represent some of the main drivers of social development and productivity. In fact, there has been a shift from education as a right, typical of industrial society, to education as a distinctive need in the post-industrial, informational society (Castells, 1996). The new challenges posed by the social context have contributed to the reformulation of the concept of education and learning. Education is increasingly understood in a complex manner that includes the capability to make choices and refl ect upon our own thinking. The traditional vision of the training process – considered as transmission of content and abilities to be learned from the learner’s trainer – is gradually replaced by a conception of constructed formation, on the basis of which the educational process is seen as a space for elaborating and negotiating the meanings of all the actors involved.

Mele E., Marsico, G., (2019). Internship as a Liminal Zone in Education. In L. Tateo (Ed). Educational Dilemmas. A cultural psychological perspective, p. 173-194, London: Routledge;

Giuseppina Marsico
Writing – Original Draft Preparation
2019-01-01

Abstract

In the current knowledge society, education assumes a very important role: knowledge and training represent some of the main drivers of social development and productivity. In fact, there has been a shift from education as a right, typical of industrial society, to education as a distinctive need in the post-industrial, informational society (Castells, 1996). The new challenges posed by the social context have contributed to the reformulation of the concept of education and learning. Education is increasingly understood in a complex manner that includes the capability to make choices and refl ect upon our own thinking. The traditional vision of the training process – considered as transmission of content and abilities to be learned from the learner’s trainer – is gradually replaced by a conception of constructed formation, on the basis of which the educational process is seen as a space for elaborating and negotiating the meanings of all the actors involved.
2019
9781138125605
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4718827
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