Biographicity as ‘mental grammar’ of postmodern life

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2020-09-22 DOI:10.3384/RELA.2000-7426.OJS1845

P. Alheit

引用次数: 3

Abstract

‘Biographicity’ is a concept that has been discussed in international adult education for more than 30 years. It has stimulated research concepts and has become a metaphor for the resilience potential of biographical learning processes in modernised modern societies. A basic theoretical foundation has so far been lacking. This article attempts to provide such a foundation. The stimulating influence of modern neurobiology will be discussed in the first section (1). Afterwards, innovations and restrictions of a systemtheoretically reformulated biography theory will be the issue (2). Its self-referentiality blockades can be illustrated clearly by the problem of the social construction of ‘gender’, in which we also reach the limits of the interactionist concept of construction (3). This theoretical discourse creates a concept of its own: the idea of a ‘biographical habitus’ as the ‘mental grammar’ of life in postmodern societies (4).

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传记性是后现代生活的“心理语法”

“传记性”是国际成人教育中讨论了30多年的一个概念。它激发了研究概念，并隐喻了现代化现代社会中传记学习过程的韧性潜力。到目前为止，还缺乏一个基本的理论基础。本文试图提供这样一个基础。现代神经生物学的刺激影响将在第一节（1）中讨论。之后，从理论上重新表述传记理论的系统的创新和限制将成为问题（2）。“性别”的社会建构问题可以清楚地说明它的自我指称障碍，在这个问题中，我们也达到了互动主义建构概念的极限（3）。这种理论话语创造了一个自己的概念：“传记习惯”作为后现代社会生活的“心理语法”（4）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

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