Η σημασία της μεθόδου ‘Ιστορίες Ζωής’ στην Έρευνα για τη Δια Βίου Εκπαίδευση: Διεθνείς Προοπτικές.

Abstract

This paper is dealing with the importance of life history in research, participation and learning in lifelong education. The study combines current European theoretical discourse on biographical inquiry, adulthood and learning with a broad scope of empirical experience.  A brief, though, concise bibliographical review will bring together endeavours and ambitions already present in a number of projects in the field of adult education. What will be ‘new’ is a more systematic and thorough synthesis of research experience, which has to some extent been limited by economic frames and targets within the daily field of political discourse. The assumption that taking on the perspective of the learner - in the discourse of educational research - will serve the general interests of learners as such is the hope of the present work. The purpose of the study is to provide a theoretical base of discussion of education and adult life and to be able to contribute to the development of method and methodology in lifelong education research by drawing on the European context and beyond.