Czas jako obszar biograficznego uczenia się w późnej dorosłości w świetle dzienników Haliny Semenowicz

Abstract

The article presents the relationship between memory/remembering, Halina Semenowicz’s diaries, a biographical learning theory and psychological theories of successful aging. One of the areas of lifelong learning - time – has undergone a detailed analysis from the p of the past, present and future in the light of H. Semenowicz’s diaries. A frequency analysis (that has been carried out by using the Focusson qualitative data analysis program) gave the ability to generate a conceptual categories which were the scaffolding for the interpretation of the data collected in the H. Semenowicz’s diaries. The results of the research allow us to draw conclusions that H. Semenowicz’s readiness for continuous learning was the result of a combination of positive psychophysical conditions and the philosophy of life, in which lifelong learning (understood widely as learning in the course of life, spontaneous, incidental, informal) had an important place. Thus, H. Semenowicz can be an example for others, how to grow old successfully, actively, creatively, in the community with others.