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English Summary

Learning in post-, late- or high-modern times

The period we live in and are part of is complex.

This puts pedagogues, educators, students, knowledge-institutions, the society in a situation, which demands new-thinking, or de- and reconstructing of our own points of view.

This writing starts with a postmodern beginning, where the reader will meet old theories' view on learning and cognition, discussed in relation to a pedagogic-reality. Some elements of these old theories have still some meaning, maybe not on a general, but on a concrete and context-depended level, - this is what the reader will be presented for in part one.

After that a look on three more new theories, who are or define themselves on "the edge of a paradigm-shift", will show, how they can explain cognition and learning in our time. It will be visible in part two that I have my own theoretical heart here.

Inspirations from this three new theories will inspire the choose of method in part three, which is an empirical one. Here I will present results from research (interviews, own experience, ..), I conducted with students at "Videreuddannelsen for Pædagoger"(VfP), Viby, Danmark.

How do they experience and define that, which I in part one and two have asked theories about? : What is learning and Cognition, for them? How do they experience education and their own learning at VfP?

After this empirical part I move again out to a reflective room, where I look at these writings three parts all in one.

Chapter 11 wants to show, that the students (whom we will call "autopoietical learning-systems") with educators do create learning situations, they themselves are part of in the same time. Here I make visibly that I try to combine constructivism with the social constructionist statement that we can create and re-create reality, we live in, with and in relation to others.

We interpret learning as: Learning-systems learn because of each other, and can by that, by being in activity with other learning systems, keep on creating themselves (autopoiesis). We describe knowledge as always constructed in relations. The paper closes by looking on the questions, I asked at first. Has this work given some answers to them? I will answer that and give one little "tip" to my self and educators, who wants to teach pedagogues, who go to school, again.