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• W251645013 abstract "The applications of biographical concepts in educational settings were examined through a case study of one researcher's use of the biographical narrative interview to examine the connection between subjective and structural conditions and coping strategies in individual lives and to inform adult education practitioners. The biographical approach illustrated in the case study is based on the writings of F. Schutze, who has used examples of biographical trajectories or changing to show how structures dominate biographies for long periods and how social science and educational researchers can use narrative interviews to reconstruct individual actions in the framework of social situations. According to Schutze, a recapitulation of contains the following cognitive figures: (1) the biography holder or event holder; (2) the frame of events and experiences; (3) situations, life milieus, and social structures as the setting of orientation and condition; and (4) the real shape of life history. These cognitive figures constitute a kind of dynamic landscape in which the basic process-structures of life courses can be rebuilt in the following attitudes: (1) the biographical action scheme, which shows individuals as the creators of their own biography; (2) institutional patterns for the lifecourse procedure; (3) life trajectories; and (4) transformation processes. (Contains 10 references) (MN) Reproductions supplied by EDRS are the best that can be made from the original document. Rudolf Egger PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Yis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. 00 The myth of the from an outdoor perspective Applications of biographical concepts in educational settings: A case study A key, a kingdom for a key (Not Shakespeare, maybe Woody Allen, certainly an adult learner) Let me start this article with a short fairy-tale. Once upon a time, there was a princess, caught by a draggon or an evil godmother. The girl was locked up in a tower and all the young princes in the whole country tried to bring her out and to become the husband of the lady. But they could't suceed, because they didn't have the right key. The years went by and once the right man came at the right time and he didn't even have to touch his sword to get into the tower. The door was unlocked, because he came quiet at the right moment. Well, that's a simple story, but in a way it tells a lot about nowadays discussions about so called qualifications in our society. In my oppinion there lies the same structure of power and poverty behind this approach and the little story the myth of the key, that means: You just have to try and you'll get in the tower, the castle or the labour-market. Everybody can suceed if he's working hardly enough. But in the tale you saw, that there are other mechanism working behind the wish to get in. In this article now I want to outline the story of a knight who wanted to get into the castle, and how his activities an hopes have been destroyed by the (social) thorns around the tower. I'll do this in presentation of some biographical work, that's why I firstly want to discuss this approach in the field of empirical research. There is a still growing interest in using biographical approaches in the field of social and educational research (first for practitioners and now even for researchers). It can be explained by the originality of the social and individual construct biography. This construct means two sides of life, emergence, subjectivity and structure, in other words, the object and the subject perspective. The theoretical concepts dealing with biography try to describe and explore lifecourse in the connection of both of these aspects of human beeings, emergence and structure, the coping strategies of individuals with structures and the opening horizons of redesigning one's own life. Biographical resources have also been used in various fields of education to develop and analyse the processes of learning. Many different ways and methods have been created and built up a culture of biography, which asks for the certain circumstances of life-courses. On the way to clearify the consequences of the work with life-histories, it is important to pronounce the dynamic and dialectic perspectives in the connection of structure and subjectivity. Biography in that sense can be seen as a social institution and as an organizing principal of individual life. The term biography is used in the field of social sciences not as a trivial sequence of contingent life events, but in essential parts as a given social structure to be actualized by individuals. What makes this approach very exciting are two theoretical assumptions about the key-term experience. Experience is always acquired on the basis of available, organized structures of knowledge. It is impossible to talk about experiences in itself'. What we call our own knowledge is always articulated biographically (Schiitz/Luckmann 1979). This dialectic perspective shows, that life is no harmonious play between emergence and structure. The dimensions of emergence and structure, and the perspectives of person and object do not fit directly. Their relation is one of dialectical tensions, the foundation of any subjectivity. Biographical action is guided by socially pre-given development patterns, needs them and cannot escape their constrains, but is not obsorbed by repetetive action. 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• W251645013 title "The Myth of the Key from an Outdoor Perspective. Applications of Biographical Concepts in Educational Settings: A Case Study." @default.
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