Many educational philosophers have criticized the shift from lifelong education to lifelong learning. Gert Biesta, in particular, claims that learning individualistically promotes ‘learnification’, that is, a pernicious politics at the expense of relational educational experiences. While I endorse many of his critical points, I have argued that his theorization of learning overlooks conceptual nuance and semantic tensions. Ingerid Straume has also illustrated some such tensions by referring to Cornelius Castoriadis’ notion of politics. But, in this article, I wish to develop this critical discussion by examining Castoriadis’ conception of learning alongside Biesta’s. Pointing out ambiguities of learning, I conclude with a conception of learning as diversified and inclusive of anamorphic (transformative) possibilities throughout a person’s life, in tensed company with others and in a complex engagement with the cultural and socio-political milieu.

中文翻译：

---

回收学习

许多教育哲学家批评从终身教育到终身学习的转变。特别是格特·比斯塔（Gert Biesta）声称，个人学习可以促进“学习”，即有害的政治，但会牺牲关系教育经验。我赞同他的许多要点，但我认为他的学习理论忽视了概念上的细微差别和语义张力。英格丽特·斯特劳姆（Ingerid Straume）也通过提到科尼利厄斯·卡斯托里亚迪斯（Cornelius Castoriadis）的政治概念来说明这种紧张关系。但是，在本文中，我希望通过考察卡斯托里亚迪斯（Castoriadis）和比耶斯塔（Biesta）的学习概念来发展这一批判性讨论。在指出学习的含糊之处时，我以学习的概念结束，它是一个人的一生中多样化的，包容的（变形的）可能性，