Overview

What are the barriers and obstacles to adults learning? What makes the process of adult learning so fragile? And what exactly do we mean by Fragile Learning? This book addresses these questions in two ways. In Part One, it looks at challenges to learning, examining issues such as language invention in a maximum security prison, geography and bad technology, and pedagogic fragility in Higher Education. Through a psychoanalytic lens, Fragile Learning examines authorial illness and the process of slow recovery as a tool for reflective learning, and explores ethical issues in problem-based learning. The second part of the book deals specifically with the problem of online anxiety. From cyberbullying to Internet boredom, the book asks what the implications for educational design in our contemporary world might be. It compares education programmes that insist on the Internet and those that completely ban it, while exploring conflict, virtual weapons and the role of the online personal tutor.

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9780367103316

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Reviews

This fascinating collection of essays makes important links between the fields of higher education studies and psychoanalysis. At the heart of the book is a compassionate engagement with the fragile learner - someone who is close to giving up at any point, close to breaking. This book makes a very helpful contribution to the way we understand such learners, and indeed our own fragility, in the face of a fast and fragmented digital learning environment. --Elizabeth Chapman Hoult, author of Adult Learning and la Recherche Feminine Fragile Learning is a fascinating exploration from a psychoanalytic viewpoint of the nature of both learner and educator anxiety, in the context of a variety of higher education, education management, and community workplaces. The author considers problems of projective identification, retreat or claustrum situations, basic assumption and work groups, the impact of physical illness, and how to engage in productive conflict whilst acknowledging the anxieties of all parties. The book gains insights from original research into these matters, not only as applied to traditional educational environments, but also in relation to the particular forms they may take in distance and e-learning, where both students and teachers are often equally fragile learners, seeking to adapt humanistically to the new technological tools they are acquiring. --Meg Harris Williams, writer and artist

"""This fascinating collection of essays makes important links between the fields of higher education studies and psychoanalysis. At the heart of the book is a compassionate engagement with the fragile learner - someone who is ""close to giving up at any point, close to breaking."" This book makes a very helpful contribution to the way we understand such learners, and indeed our own fragility, in the face of a fast and fragmented digital learning environment.""--Elizabeth Chapman Hoult, author of Adult Learning and la Recherche Féminine ""Fragile Learning is a fascinating exploration from a psychoanalytic viewpoint of the nature of both learner and educator anxiety, in the context of a variety of higher education, education management, and community workplaces. The author considers problems of projective identification, retreat or claustrum situations, basic assumption and work groups, the impact of physical illness, and how to engage in productive conflict whilst acknowledging the anxieties of all parties. The book gains insights from original research into these matters, not only as applied to traditional educational environments, but also in relation to the particular forms they may take in distance and e-learning, where both students and teachers are often equally fragile learners, seeking to adapt humanistically to the new technological tools they are acquiring.""--Meg Harris Williams, writer and artist"

Fragile Learning is a fascinating exploration from a psychoanalytic viewpoint of the nature of both learner and educator anxiety, in the context of a variety of higher education, education management, and community workplaces. The author considers problems of projective identification, retreat or claustrum situations, basic assumption and work groups, the impact of physical illness, and how to engage in productive conflict whilst acknowledging the anxieties of all parties. The book gains insights from original research into these matters, not only as applied to traditional educational environments, but also in relation to the particular forms they may take in distance and e-learning, where both students and teachers are often equally fragile learners, seeking to adapt humanistically to the new technological tools they are acquiring. --Meg Harris Williams, writer and artist This fascinating collection of essays makes important links between the fields of higher education studies and psychoanalysis. At the heart of the book is a compassionate engagement with the fragile learner - someone who is close to giving up at any point, close to breaking. This book makes a very helpful contribution to the way we understand such learners, and indeed our own fragility, in the face of a fast and fragmented digital learning environment. --Elizabeth Chapman Hoult, author of Adult Learning and la Recherche Feminine

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David Mathew

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