Common Core Purpose Of Remembrance
Remembrance can be interpreted as a particular kind of informal learning, which does not depend on any examination or curriculum, but on the challenge to communicate and share memories with people, who do not have the same experiences. Therefore, remembrance, like learning, is influenced by the particular context, and by the particular inherent purposes of remembering.
A common core purpose of remembering and learning is authenticity:
People, who are interested in the past – either concerning particular historical events or family events – prefer, as the German, Latvian and Polish students and the elder interview partners underline, human experiences instead of neutral facts; therefore the young students suggest inviting eye-witnesses into …show more content…
When coping with such current experiences, they make “resources-journeys” by remembering situations, when learning was meaning adventure: Young persons think of situations, when they made IT-experiments or developed new computer game strategies; elder ones remember childhood experiences, when they were exploring the environment or any technical equipment, or when they were building up their own life world with stones,wood, and similar equipment.
In this study, such “childlike” learning experiences are emphasized, which are mentioned, at least indirectly, by Germans in Muenster, Latvians exiled in Muenster, and by German refugees, expelled from Poland to Muenster, when they remember the weeks after World War II in Muenster, and also by the students from Germany, Latvia, and Poland, who experienced during their school life another kind of pragmatic and career oriented education. Concerning their learning experiences, both generations emphasize primarily on the particular role of the person during the process of learning, and distinguish between information sampling, knowledge and wisdom. They underline the value of social, political, confessional, and historical contextualization by remembering that – particularly in the British zone – many teachers worked before and after the
A common core purpose of remembering and learning is authenticity:
People, who are interested in the past – either concerning particular historical events or family events – prefer, as the German, Latvian and Polish students and the elder interview partners underline, human experiences instead of neutral facts; therefore the young students suggest inviting eye-witnesses into …show more content…
When coping with such current experiences, they make “resources-journeys” by remembering situations, when learning was meaning adventure: Young persons think of situations, when they made IT-experiments or developed new computer game strategies; elder ones remember childhood experiences, when they were exploring the environment or any technical equipment, or when they were building up their own life world with stones,wood, and similar equipment.
In this study, such “childlike” learning experiences are emphasized, which are mentioned, at least indirectly, by Germans in Muenster, Latvians exiled in Muenster, and by German refugees, expelled from Poland to Muenster, when they remember the weeks after World War II in Muenster, and also by the students from Germany, Latvia, and Poland, who experienced during their school life another kind of pragmatic and career oriented education. Concerning their learning experiences, both generations emphasize primarily on the particular role of the person during the process of learning, and distinguish between information sampling, knowledge and wisdom. They underline the value of social, political, confessional, and historical contextualization by remembering that – particularly in the British zone – many teachers worked before and after the