Adults’ locus educanti. The example of science and technology parks
Adult learning experiences can happen anywhere. Everywhere does not mean "anywhere", but rather "somewhere", that is in places conducive to education, although not originally intended for this function. The article contains the thesis that science and technology parks are one of...
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| Format: | Article |
| Language: | deu |
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Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw)
2022-12-01
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| Series: | Studia z Teorii Wychowania |
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| Online Access: | http://sztw.chat.edu.pl/gicid/01.3001.0016.1645 |
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| _version_ | 1850188215979343872 |
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| author | Marcin Rojek |
| author_facet | Marcin Rojek |
| author_sort | Marcin Rojek |
| collection | DOAJ |
| description | Adult learning experiences can happen anywhere. Everywhere does not mean "anywhere", but rather "somewhere", that is in places conducive to education, although not originally intended for this function. The article contains the thesis that science and technology parks are one of such unintended places of adult education. Although their complex function was to consist in the transfer of knowledge between universities and entrepreneurs, it is likely that in the individual experience of park users, parks perform a different function than assigned to them by the legislator and mass media. This article is theoretical and analytical, the research method was a qualitative analysis of the content of scientific papers, legal acts and websites, supplemented by a retrospective assessment of the author's experiences resulting from the function of the dean's representative for cooperation with the social and cultural environment and employers. The aim is to identify and characterize the educational potential of science and technology parks. The need for research on these issues results from the lack of analyzes of the educational dimension of the functioning of parks, with the simultaneous intense interest in economic and business aspects of their operation. As a result, parks are perceived only as places of implementation of economic policy, although all indications are that they can also support social policy, especially in the field of adult education. |
| format | Article |
| id | doaj-art-d6fa29575baa4101babdae358a8e369e |
| institution | OA Journals |
| issn | 2083-0998 2719-4078 |
| language | deu |
| publishDate | 2022-12-01 |
| publisher | Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw) |
| record_format | Article |
| series | Studia z Teorii Wychowania |
| spelling | doaj-art-d6fa29575baa4101babdae358a8e369e2025-08-20T02:15:55ZdeuWydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw)Studia z Teorii Wychowania2083-09982719-40782022-12-01XIII4 (41)21323010.5604/01.3001.0016.164501.3001.0016.1645Adults’ locus educanti. The example of science and technology parksMarcin Rojek0Uniwersytet ŁódzkiAdult learning experiences can happen anywhere. Everywhere does not mean "anywhere", but rather "somewhere", that is in places conducive to education, although not originally intended for this function. The article contains the thesis that science and technology parks are one of such unintended places of adult education. Although their complex function was to consist in the transfer of knowledge between universities and entrepreneurs, it is likely that in the individual experience of park users, parks perform a different function than assigned to them by the legislator and mass media. This article is theoretical and analytical, the research method was a qualitative analysis of the content of scientific papers, legal acts and websites, supplemented by a retrospective assessment of the author's experiences resulting from the function of the dean's representative for cooperation with the social and cultural environment and employers. The aim is to identify and characterize the educational potential of science and technology parks. The need for research on these issues results from the lack of analyzes of the educational dimension of the functioning of parks, with the simultaneous intense interest in economic and business aspects of their operation. As a result, parks are perceived only as places of implementation of economic policy, although all indications are that they can also support social policy, especially in the field of adult education.http://sztw.chat.edu.pl/gicid/01.3001.0016.1645locus educantiself-educationadult educationscience and technology parks |
| spellingShingle | Marcin Rojek Adults’ locus educanti. The example of science and technology parks Studia z Teorii Wychowania locus educanti self-education adult education science and technology parks |
| title | Adults’ locus educanti. The example of science and technology parks |
| title_full | Adults’ locus educanti. The example of science and technology parks |
| title_fullStr | Adults’ locus educanti. The example of science and technology parks |
| title_full_unstemmed | Adults’ locus educanti. The example of science and technology parks |
| title_short | Adults’ locus educanti. The example of science and technology parks |
| title_sort | adults locus educanti the example of science and technology parks |
| topic | locus educanti self-education adult education science and technology parks |
| url | http://sztw.chat.edu.pl/gicid/01.3001.0016.1645 |
| work_keys_str_mv | AT marcinrojek adultslocuseducantitheexampleofscienceandtechnologyparks |