Abstract:

The aim of this study is to analyze biographical learning, which is one of the subject matters of research, development and discussion in the international adult learning and education literature. In this qualitative research, document analysis was used in the data collection stage, and descriptive analysis was applied in the data processing and presentation stage. Biographical learning, one of the theories that has been discussed in the field of lifelong learning and adult education for more than three decades, was developed by educational sociologist Peter Alheit. While creating the sociological infrastructure of the theory, Luhmann's concept of autopoiesis and Bourdieu's habitus played important roles. On the educational side of biographical learning, Dewey's continuity of experiences and Freire's views on raising awareness by learning were effective. The most important concept that comes to the fore in biographical learning is biographicity. In the biographical learning theory, in which longitudinal studies are preferred, life stories told through themes constitute the source of learning. Since learning occurs when individuals attribute different meanings to life stories, the process can take place either positive or negative way. This study, which is the first of its kind in the national literature, is expected to lead the related studies in the field of adult education and lifelong learning in Turkey.

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