Student-Centred Courses and Social Awareness: Contrary Evidence from UK Workers' Education
Can student-centred courses utilising experiential learning techniques automatically lead to students' greater social awareness or are students locked in to narrow immediate experiences and, in some cases, conditioned by external course structures outside of their control? This article explores these issues by means of an examination of recent developments in UK workers' education. It argues for a pluralistic provision of experiential and structured courses to meet union training and educational requirements of workers. Broadly applied, this argument defends the use of traditional liberal adult education to support social awareness and social action.Résumé
Est-ce que des equrs centrés sur 1'étudiant, ou sont employées des techniques d'apprentissage expérientielles, conduisent automatiquement à une plus large conscience sociale, ou est-ce que les étudiants se trouvent enfermés à I'intérieur de leurs expériences personnelles immédiates? Et ne seraient-ils pas, dans certains cas, conditionnés par des structures pédagogiques qui échappent à leur contrôle? Nous analysons ici ces dilemmes à la lumière des développements récents en études ouvrieres au Royaume-Uni. Notre argument favorise, pour satisfaire aux exigences pédagogiques, un mode pluraliste de cours, à la fois éxperientiel et structuré. Sur un plan plus global, il favorise une pratique d'éducation permanente traditionnelle et libérale pour promouvoir la conscience et l'action sociales.
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