TY  - JOUR
AU  - Nišavić, Ivan
AU  - Maja, Maksimović
PY  - 2019
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2378
AB  - The following paper is an attempt to speculate about the potential of liminality
for adult learning by relating it to the existing concept of the “pedagogy of the event”
which challenges the imperative for pedagogy to maximize the effects of teaching and
learning by achieving predefined learning outcomes. As opposed to outcome-based education,
“pedagogy of the event” is concerned with the unknown, and learning involves a
move into a new or modified ontological state. Within this paper, a philosophical basis
for the idea of threshold for learning process is outlined and some of the implications
on education are presented. We conclude with the notion that liminality in education,
as understood within the concept of pedagogy of the event, challenges normalizing and
disciplining educational practices by creating radical openness towards the unknown.
AB  - Autori rada nastoje da razmotre potencijal liminalnosti u sferi obrazovanja odraslih tako što je dovode u vezu sa postojećim konceptom „pedagogije događaja“. Ovaj koncept preispituje pedagoški imperativ postizanja unapred određenih ishoda učenja kako bi se ostvarila najveća delotvornost nastave i učenja. Za razliku od koncepta obrazovanja koje se zasniva na ishodima, „pedagogija događaja“ nastoji da prodre u nepoznato, a sam proces učenja podrazumeva iskorak u novo ili izmenjeno ontološko stanje. U ovom radu smo predstavili filozofsku osnovu za ideju granica procesa učenja, kao i određene implikacije po obrazovanje. U zaključku iznosimo stav da liminalnost u obrazovanju, kada je tumačimo shodno konceptu pedagogije događaja, postavlja izazov pred prakse obrazovanja koje imaju za cilj normalizaciju i disciplinu tako što stvara prostor za radikalnu otvorenost prema nepoznatom.
PB  - Beograd: Institut za pedagogiju i andragogiju
T2  - Andragoške studije
T1  - Learning the Unknown: the Potential of Liminal Space for Adult Education
T1  - Učenje nepoznatog: potencijal liminalnog prostora u obrazovanju odraslih
IS  - 1
SP  - 33
EP  - 46
DO  - 10.5937/AndStud1901033M
ER  - 

@article{
author = "Nišavić, Ivan and Maja, Maksimović",
year = "2019",
abstract = "The following paper is an attempt to speculate about the potential of liminality
for adult learning by relating it to the existing concept of the “pedagogy of the event”
which challenges the imperative for pedagogy to maximize the effects of teaching and
learning by achieving predefined learning outcomes. As opposed to outcome-based education,
“pedagogy of the event” is concerned with the unknown, and learning involves a
move into a new or modified ontological state. Within this paper, a philosophical basis
for the idea of threshold for learning process is outlined and some of the implications
on education are presented. We conclude with the notion that liminality in education,
as understood within the concept of pedagogy of the event, challenges normalizing and
disciplining educational practices by creating radical openness towards the unknown., Autori rada nastoje da razmotre potencijal liminalnosti u sferi obrazovanja odraslih tako što je dovode u vezu sa postojećim konceptom „pedagogije događaja“. Ovaj koncept preispituje pedagoški imperativ postizanja unapred određenih ishoda učenja kako bi se ostvarila najveća delotvornost nastave i učenja. Za razliku od koncepta obrazovanja koje se zasniva na ishodima, „pedagogija događaja“ nastoji da prodre u nepoznato, a sam proces učenja podrazumeva iskorak u novo ili izmenjeno ontološko stanje. U ovom radu smo predstavili filozofsku osnovu za ideju granica procesa učenja, kao i određene implikacije po obrazovanje. U zaključku iznosimo stav da liminalnost u obrazovanju, kada je tumačimo shodno konceptu pedagogije događaja, postavlja izazov pred prakse obrazovanja koje imaju za cilj normalizaciju i disciplinu tako što stvara prostor za radikalnu otvorenost prema nepoznatom.",
publisher = "Beograd: Institut za pedagogiju i andragogiju",
journal = "Andragoške studije",
title = "Learning the Unknown: the Potential of Liminal Space for Adult Education, Učenje nepoznatog: potencijal liminalnog prostora u obrazovanju odraslih",
number = "1",
pages = "33-46",
doi = "10.5937/AndStud1901033M"
}

Nišavić, I.,& Maja, M.. (2019). Learning the Unknown: the Potential of Liminal Space for Adult Education. in Andragoške studije
Beograd: Institut za pedagogiju i andragogiju.(1), 33-46.
https://doi.org/10.5937/AndStud1901033M

Nišavić I, Maja M. Learning the Unknown: the Potential of Liminal Space for Adult Education. in Andragoške studije. 2019;(1):33-46.
doi:10.5937/AndStud1901033M .

Nišavić, Ivan, Maja, Maksimović, "Learning the Unknown: the Potential of Liminal Space for Adult Education" in Andragoške studije, no. 1 (2019):33-46,
https://doi.org/10.5937/AndStud1901033M . .