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Reći "da, i..." učenju - obrazovni proces kao improvizacija
Saying "Yes, and..." to learning: The educational process as improvisation
Projekat: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji (MPNTR - 179060)
Sažetak
U radu se razmatraju različiti aspekti mogućnosti implementacije aktivnosti improvizacije u proces obrazovanja odraslih. Predstavljene su neke od teorijskih po stavki koje ukazuju na značaj improvizacije za učenje u svim dobima, na njene suštinske karakteristike koje je čine i određuju, kao i na duboku prožetost sposobnosti za improvizaciju i ljudskog razvoja. Upravo iz te veze proizilazi i andragoški interes za tehnike improvizovanja. Prilikom takvog razmatranja improvizacija je shvaćena kao metodologija učenja i način obogaćivanja obazovnog procesa kolektivnom aktivnošću kreativnog stvaranja. Pristup u kojem se razmatra improvizacija u odnosu na obrazovanje i učenje odraslih u ovom radu improvizaciju posmatra kao fundamentalnu ljudsku sposobnost, način i vrstu čoveku prirođenog kapaciteta za igru, koja je preduslov i pokretač njegovog razvoja. Favorizujući model razvojnog učenja, improvizacija predstavlja mogući put i pravac da se razvojni element unese u proces obrazovanja odraslih, u kome u današnje vreme ima sve manje spontanosti i kome sve više nedostaje kreativnost. U tom smislu, ovaj rad treba shvatiti i kao nastojanje da se pokrene jedan improvizovani kolektivni proces svih onih koji su spremni da inspirišu druge svojom željom i voljom za igranjem.
Abstract
The paper analyzes the various aspects of the possibilities for the implementation of improvisation activities in the process of adult education. The author presents some of the theoretical assumptions that suggest the importance of improvisation for learning at all ages, along with its essential traits that construct and define it. Furthermore, the paper indicates the profound permeation of the capacity for improvisation and human development. It is through this connection that the andragogical interest for the techniques of improvisation stems from. As part of such analysis, improvisation was perceived as a methodology of learning and a manner of enriching the educational process by a collective activity of creative development. The approach that is used in this paper to interpret improvisation in relation to adult education and learning perceives improvisation as a fundamental human capacity, a manner and type of an inherent capacity for play, which is a precondition and driver of human development. By favoring the model of developmental learning, improvisation presents a possible path and direction of inserting the developmental element in the process of adult education, which in contemporary times demonstrates diminishing spontaneity and creativity. In that sense, this paper should be perceived as an inclination to initiate an improvised collective process involving everyone ready to inspire others with their desire and readiness for play.
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