Presentación del taller del Dr. János Győri en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Győri's presentation at the event "Psychology at the PUCP aligned with the world psychology". 27.04.2017

1. Non-formal and informal
education: Challenges and
possibilities in multicultural
contexts
Dr. habil. János Gordon Győri
Eötvös Loránd University, Budapest, Hungary
100-years-anniversary of PUCP
Psychology at the PUCP aligned with world
psychology
27/04/2017, Lima

2. PART I.

3. WE ARE
 WE ARE LEARNING AND TEACHING
MACHINES
 WE ARE NOT ABLE NOT TO LEARN (AND TO
TEACH) ALL THE TIME
 INTENTIONALLY WE ARE NOT ABLE TO
SUSPEND IT
 WE ARE WIRED TO LEARN (AND TEACH) ALL
THE TIME
 THIS IS AN EVOLUTIONAR PRESSURE ON
THE INDIVIDUALS AND GROUP OF
INDIVIDUALS

4. WHAT DO YOU MEAN
 ON LEARNING
 ON TEACHING
 ON KNOWING SOMETHING?

5. KNOWLEDGE –
INDIVIDUAL AND SOCIETY
 CUMULATIVE KNOWELDGE (TOMASELLO)
 IMAGINATION AND KNOWLEDGE PRODUCTION
 LEARNING IS EXPERIENCE
◦ EXPERIENCE IS INDIVIDUAL ALL THE TIME
 SOCIALLY SHARED KNOWLEDGE
 THE SOCIAL ENGINEERING OF KNOWLEDGE
◦ NOBODY KNOWS EVERYTHING
◦ EVERYBODY HOLDS INDIVIDUAL, PERSONAL
KNOWLEDGE
◦ KNOWLEDGE ORGANIZATION AND SYNCHRONIZATION ON
SOCIAL LEVEL

6. TYPES OF KNOWLEDGE
 POLANYI ETC.
◦ INDIVIDUAL, PERSONAL
◦ SHARED

7. A CONTINUOUS PROCESS
 A CONTINUOUS PROCESS OF
WHAT?
◦ KNOWLEDGE PRODUCTION
◦ KNOWLEDGE SHARING
◦ KNOWLEDGE SYNCHRONIZING

8. TEACHING & LEARNING &
KNOWLEDGE MATRIX
 FORMAL / NON-FORMAL / INFORMAL
◦ FT ENVIRONMENT
 FL
 FK
◦ IT ENVIRONMENT
 IL (NOT ALL THE TIME THERE IS TEACHING ETC.!)
 IK
 MUCH-MUCH MORE COMPLEX SYSTEM
(OECD, UNESCO CLASSIFICATION ETC.)

9. CLASSIFICATION OF
INFORMAL LEARNING
 INFORMAL LEARNING IN AN INFORMAL
LEARNING ENVIRONMENT
 INFORMAL LEARNING IN A NON-FORMAL
LEARNING ENVIRONMENT
◦ A KIND OF CONTINUOUS DUAL LEARNING
PROCESS
 INFORMAL LEARNING IN A FORMAL
LEARNING ENVIRONMENT
◦ A KIND OF CONTINUOUS DUAL LEARNING
PROCESS

10. TEACHING IS LEARNING
DOING THERAPY IS LEARNING
THERAPY
 TEACHERS’ TEACHING IS ALSO
TEACHERS’ LEARNING
 THE BEST CHANCES
◦ THE POSSIBLE RICHEST
TEACHING/LEARNING ENVIRONMENT
◦ PEOPLE WHO ARE TEACHING/LEARNING
PROFESSIONALS
◦ LOADS OF EXPERIENCE (DURING A
CARREER 40,000-60,000 LESSONS)
 FROM THE 70-IES

11. TACIT/EXPLICIT KNOWLEDGE
THE NONAKA/TAKEUCHI MODEL

12. ICEBERG OF KNOWLEDGE
 WHAT CAN/SHOULD BE
TRANSFORMED
 TO WHAT
 IN WHAT WAYS
 FOR WHAT KIND OF GOALS

13. REFLEXIVITY AND
VERBALIZATION
 PATTERNS ON SOCIAL LEVEL
 PATTERNS ON GROUP LEVEL
 INDIVIDUAL PATTERNS
 CULTURAL PATTERNS

14. HOW COULD WE IMPROVE
 THE EFFECTIVENESS OF
◦ LEARNING BY DOING
 LEARNING FROM EXPERIENCE
◦ KNOWLEDGE TRANSFORMATION
 THE PROCESSES
 THE RESULTS

15. HOW COULD WE
IMPROVE?

16. PART II.

17. CULTURAL DIFFERENCES IN
NON-FORMAL AND INFORMAL
LEARNING PROCESSES IN A
MULTICULTURAL
ENVIRONMENT

18. FORMAL AND INFORMAL
ELEMENTIS IN OUR WORK

19. HOW TO FORMALIZE YOUR
INFORMAL LEARNING
RESULTS?

20. HOW TO FORMALIZE YOUR
INFORMAL LEARNING
PROCESSES?

21. AND HOW COULD YOU
SHARE?