CC BY
41
THE INDIVIDUAL ASPECT OF CONSTANT EDUCATION
R. Gerlach
Introduction. Constant education has been the subject of many publications and reports of national and international commissions. A number of conferences and seminars have also been dedicated to this topic. The issues concerning constant education are dealt with taking into account various aspects, of which at least three seem to be crucial. Much has been said and written about constant education from the economic, social and individual perspectives. The analysis of different publications clearly reveals that the main emphasis is put on the compensative and improving features of constant education and its significance for the development of knowledge-based society and learning society. The issues concerning constant education are usually examined in the context of social and economic changes, changes at the labour market or the development of knowledge-based economy. What is of ten missing in the publications is its influence on the people who participate in the process. Therefore the following paper will present the individual aspect of the issue and will particularly focus on constant education in the period of adulthood.
Constant education and the civilization changes. In order to start discussing the issue, one should formulate a thesis which claims that change is the only constant feature of the contemporary epoch and its range and pace surpass everything humanity has ever experienced. Change belongs to one of the most frequently used terms nowadays and the term is referred to in order to describe, characterize, analyse or explain a number of phenomena observed in the modern world. The issues connected with change are the subject of considerations that occupy the minds of many groups and representatives of various scientific fields. The problem of change and its implications for the way and quality of the lives of both societies and individuals has been thoroughly examined, defined and theorized particularly by sociologists and philosophers. While defining the problem, specialists most frequently make the assumption that contemporary human life is governed by one and only constant which is changeability, and in order to follow the changes one must continually accelerate them. R. Holden opposes the idea and when referring to the contemporary social reality he uses the term maniacal society and writes that "there is not even a slightest doubt that we live in a fast society. The pace of life and work has increased to an unprecedented degree. We are becoming a fast-lane generation which constantly tests the possibilities of fast life and fast business. Meanwhile the number of people who question the sensibility of doing so is continually
94
growing”1. J. B. Fabry sticks to the street metaphor and claims that "at their crossroads our lives are not regulated by the red or green lights which inform us when to stop or go. We live at the times of pulsating and flickering amber light which puts the burden of making decisions on an individual”2. U. Beck describing the dynamics of contemporary changes uses the term reflective modernization3. He believes that contemporary reality is a form of a new stage during which one type of modernization undermines and changes another. Because of the inherent dynamism, modern society undermines its formations of classes, strata, professions, roles, industrial plants, branches as well as the requirements and the existing forms of natural technological and economic development. According to U. Beck reflective modernization implies that "the change of industrial society, which is a natural consequence of an ordinary autonomic modernization within an unchangeable and undisturbed political and economic order, is imperceptible and unplanned. It is also connected to the radicalization of modernity which leads to the disintegration of the foundations and outlines of an industrial society and enables a rise of a new modernity”4. In the author’s opinion the processes of reflective modernization run in two mutually bound directions. On one hand reflectivity influences areas such as cultural identity, which had only been a necessary condition, but on the other hand modernization is not only a result of the entanglement of appropriate processes and factors but also becomes an outcome of an appropriate reflection. Therefore it is also an outcome of the phenomenon of the subjectivization of the world that we have observed since the beginning of modern times where so many aspects depend on the awareness or are the result of its change. The dynamics of modern world becomes the outcome of the dynamics of human awareness5. Referring to the issue of change Z. Bauman uses the terms "flowing life” and "flowing modernity”. In his view the society of "flowing modernity” is a "society in which the conditions of action change before the ways of action become set customary routines”6. Analysing the individual aspect of the problem we can generally observe, particularly in the writings of E. Fromm, clear pessimism and a lack of landmarks which might guide the modern human being. In Fromm’s philosophy modern civilization is one
1 R. Holden, Inteligencja sukcesu, Warszawa 2004. S. 28.
2 J. B. Fabry, Introduzione alla logoterapia, cyt. za E. Fizzotti, Aby bye wolnym, Kielce 2006, s. 35.
3 U. Beck, A. Giddens, S. Lash, Modernizacja refleksyjna, Warszawa 2009, s. 12.
4 U. Beck, A. Giddens, S. Lash, op. cit. S. l3.
5 U. Beck, Spoteczenstwo ryzyka. W drodze do innej nowoczesnosci, Warszawa 2002, s. 27 i inne.
6 Z. Bauman, Ptynne zycie, Krakow 2007. S. 5.
95
of the factors leading to alienation, disorientation and uprooting of human being. In one of his writings the author claims that1 the modern human being feels disoriented and although he or she works all day, is aware of the futility of his or her action. Despite being the master of nature, human being is helpless in private and social life. He or she has to answer crucial questions: who am I? How should I live? How should I use my potential? According to the philosopher the advancing process of individualization forces human being to face the difficult world and generates a feeling of deep loneliness. In the past human being fought for freedom, overthrew dictatorships or fought against oppression. Now he or she is independent and free but at the same time isolated and frightened. Human being has mastered nature, built factories, created his or her own world but this world has become the master and makes human being helpless. In consequence, human being is predominantly overwhelmed by the fear of the constantly changing reality. The character of current changes enables us to describe them as revolutionary. This is reflected by A. Giddens who claims that "the lifestyle and social institutions of the modern world greatly differ from each other. Only within the last two or three centuries, which constitute only a minute period of human history, social life of human beings has been taken out of its rut in which it had remained for thousands of years”2. As it is uncontrolled, it seems that it is impossible to stop the change. This assumption, which formerly appeared to be absolutely unimaginable, nearly a blasphemy, nowadays is gradually becoming a norm, a certainty which is always worth questioning. It is becoming a rule to which everybody has to subordinate unless they want to risk a downfall3. Having acknowledged change as something inevitable what needs to be emphasized is the role of education in preparing an individual to live and work in the constantly changing world. The education in question is understood here as a lifelong process of learning, however one should recognize the fact that its capability of educational adaptation is continually eroding. There is nothing left a human being can be adapted to. Therefore it is necessary to teach a human being how to exist in the constantly changing reality4.
The development of an individual as the purpose of constant education. In order to deal with the issue one can refer to the claim of J. Delors
1 E. Fromm, Niech si§ stanie cztowiek. Z psychologii etyki, Warszawa-Wrodaw 2000, s. 12-14.
2 A. Giddens, Socjologia, Warszawa 2004, s. 64.
3 U. Beck, A. Giddens, S. Lash, op. cit. s. 45.
4 R. Gerlach, Dylematy ksztalcenia zawodowego w Polsce na tle porownawczym. W: Ksztalcenie zawodowe: Pedagogika i psychologia. Pod red. T. Lewowickiego, J. Wilsz, I. Ziaziuna, N. Nyczkato. Cz^stochowa-Kijow 2001, s. 187.
96
that "education should facilitate full development of each individual - his or her mind, body, intelligence, sensitiveness, the aesthetic sense, personal responsibility and spirituality”1. The report of the Round Table of industrialized European countries from February 1995 rings similar tones and states that "the fundamental aim of education is to help each individual develop his or her abilities and become a whole being, not a tool in the hands of economy. Learning skills and gaining competence should be accompanied by character shaping, openness and arousing social responsibility”2. As far as individual character shaping is concerned, many viewpoints and observations have been formulated and in a paper such as this it is impossible to present them all. However, what is worth drawing attention to is the fact that the main purpose of constant education is not the delivery of knowledge or teaching skills but helping an individual make use of his or her abilities and facilitating his or her self-development3. Dealing with the individual aspect of constant education one needs to agree with the following statements:
Firstly, the necessity of constant education will create "new” people who in the process of their development will go beyond their own achievements. The creation of a "new” human being is mainly the task of education which therefore gains crucial role in the development of individuals and societies (...) Education should enable people to take responsibility for their own development and to make independent decision about their own lives4.
Secondly, each member of individualized society who aspires to be a de facto individual comes cross various obstacles. It is not easy to become a de facto individual and even more difficult to remain one. Individuality mostly implies human autonomy which is both a right and a duty of an individual5.
Thirdly, education becomes a great hope which according to Z. Kwiecinski in the times of a crisis can face difficult circumstances and shape a plenipotentiary human being who is able to solve difficult tasks, a wise and responsible person capable of empathy and co-operation, finally a person who can make independent and sensible choices and has the cour-
1 J. Delors, Edukacja. Jest w niej ukryty skarb. Warszawa 1998. S. 95.
2 Nauczanie i uczenie si§. Na drodze do uczqcego si§ spoteczenstwa. Warszawa 1997. S. 26.
3 J. Lowe, Rozwoj oswiaty dorostych. Warszawa 1982, s 32; P. Lengrand, Obszary permanentnej samoedukacji. Warszawa 1995. S. 23.
4 B. Suchodolski, Wychowanie i strategia zycia. Warszawa 1983. S. 83; J. Delors, Edukacja ... S. 38.
5 Z. Bauman, Ptynne zycie. Krakow 2007 S. 33 i 39.
97
age to use his or her brains1. These are only examples which prove that constant education should be viewed from the individual perspective.
Final thought. To sum up the above ideas what should be emphasized once again is the self-development of an individual, his or her autonomy and responsibility in all areas of life. Lifelong education is a constant process of shaping, acquiring knowledge and skills, developing abilities to come to appropriate conclusions and to take action. Constant education should make individuals aware of their own selves and surroundings and enable them to perform social roles in the labour world and local communities2. In conclusion, constant education may and should be discussed from the economic and social perspectives. However, what is also crucial is to acknowledge its influence on the development of individuals who participate in the process. As such constant education should be defined as: (a) Facilitating an individual in predicting and dealing with the changes that take place at the labour market (improving qualifications, requalifying); preventing marginalization and social alienation; ma king investment which will generate future profits (getting a job, higher incomes); (b) Levelling social differences (broadening education, increasing social and professional position, improving qualifications); (c) Creating appropriate conditions to enable personal development, improvement of skills and talents, shaping an appropriate attitude to values, society, another human being, culture and nature. The whole list of tasks would obviously be much longer and the above are only examples, however they emphasize the importance of the individual aspect of constant education.
i
Z. Kwiecinski W: Humanistyka przetomu wiekow. Pod red. J. Kozieleckiego. War-
szawa 1999. S. 51.
2 J. Delors, Edukacja.... S. 47.
98
