Abstract: The scientific spirit seems to have meaning only in relation either to our own practice or to practices that concern us and to which access is available. Therefore, lifelong scientific education must be rooted in popular practices and ideas—broaden them and suggest other approaches to society and to nature. But the precondition for a really creative approach remains the proximity of knowledge to the concrete know-how acquired in daily affairs. In the present perspective, the main purpose of lifelong scientific education is not to produce scientists but to enrich popular culture and social ideas about nature and society and to widen people's participation in social life. The question of fundamental learning in the domain of lifelong science education, therefore, has to be approached from the point of view of the actual practice in nonformal education. It is not a matter of looking for foundations and basic data in the organized structure of each science to use them as the basis for educational programs; it is rather a matter of defining methodologies for local research on the acquisition and transmission of attitudes and popular ideas in each field of knowledge. From this viewpoint, educational approaches should start with an analysis of the essential aspects of the processes of spontaneous lifelong education in the social groups studied. It is primarily a task involving inquiry and experimentation.
Publication Year: 1986
Publication Date: 1986-01-01
Language: en
Type: book-chapter
Indexed In: ['crossref']
Access and Citation
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot