2026-04-17T17:21:15Zhttps://recercat.cat/oai/requestoai:recercat.cat:10256/240032024-06-18T12:33:46Zcom_2072_452955com_2072_2054col_2072_453072
RECERCAT
author
Esteban Guitart, Moisès
author
Gee, James Paul
2024-06-18T12:33:46Z
2024-06-18T12:33:46Z
2023-12-14
http://hdl.handle.net/10256/24003
This article explores the idea that learning can be best understood as a life project. This entails recognition that socio-experiential (being), cognitive (knowing) and behavioural (doing) dimension are crucial, and that the future is of central importance - more than the past - in teaching and learning processes. Based on the concepts of 'affinity space' and 'activity ecology', it is also suggested that teaching and learning processes are across settings and time. This proposition is illustrated through two worked examples linked to biographical processes of identity construction in the field of art and the acquisition of English as a foreign language. The article concludes considering the need to recontextualize the school within the perspective outlined hereThis work was supported by the Institució Catalana de Recerca i Estudis Avançats [2021 ICREA- Academia Award]; CHANSE programme [PCI2022-135094-2]; Spanish Ministry of Science and Innovation (MCIN), the Spanish State Research Agency (AEI) and The European Regional Development Fund (European Union) [PID2021-127143NB-100].
Reconeixement 4.0 Internacional http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess
Aprenentatge
Learning
Learning as life project(s)
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion peer-reviewed