Learning across Social Spaces

Gilbert Ahamer (Austrian Academy of Sciences, Austria) and Josef Strobl (Austrian Academy of Sciences, Austria)
Copyright: © 2010 |Pages: 26
EISBN13: 9781609602383|DOI: 10.4018/978-1-61520-779-4.ch001
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Abstract

This case explores the mutual link between education, structural evolution, social spaces and institutional change. It develops theoretical perspectives and illustrates them by practical cases. Three approaches of learning (psychological, evolutionist and ontological) lead to specific targets for successful learning settings, both for individual and societal learning. A series of structural transitions seems to best characterize the genesis of economies, civilizations and targets. “Space” is here understood as being created by social, esp. communicative action and can hence be generated anew by pervasive learning processes. Learning across social spaces means both intercultural and interdisciplinary learning and places learners into diverse systems of meaning. In a series of cases for learning settings, especially dialogic intercultural learning is identified as a key path to a harmonious development of nations.
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