Poverty is discussed here from pedagogical and therefore instructional perspectives. It is analyzed in novel ways, seeing charities as environments wherein adult learning occurs. Charities are shown as overlooked “adult learning institutions” that “instruct” the poor by conveying to them (indirectly through the type of aid offered and the conditions for obtaining aid) by using three ideologies of poverty: ontological, epistemological, and axiological. Ideology 1 presents poverty as an ontological (tangible) matter of limited (real or digital) resources—some of the tangibly poor have access to the Internet (to unlimited digital resources), being digitally nonpoor but tangibly poor. Ideology 2 portrays poverty as an epistemological (cognitive) issue of limited abilities—some poor people (with access to the Internet and therefore to unlimited, free-of-charge learning opportunities) have exploited these opportunities to gain skills. Ideology 3 paints poverty as an axiological (value-based) lack of valuing poverty—although some poor people have positive attitudes towards poverty, their access to the Internet (to the lifestyle of the wealthy) has made them reconsider their attitudes. Being influenced by these ideologies, the poor perceive poverty (a) as limited resources and therefore as external to them, thereby feeling disempowered; (b) as limited skills and thus as internal to them, therefore feeling empowered; or (c) as a positive value and accordingly take no action. Previous works discuss the potential of adult learning to break the cycle of poverty, whereas this article demonstrates that adult learning can encourage individuals to remain poor and value their status of being poor.

中文翻译：

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贫困教学法：教学和技术挑战

这里从教学和教学的角度讨论贫困。它以新颖的方式进行分析，将慈善机构视为成人学习发生的环境。慈善机构被视为被忽视的“成人学习机构”，通过使用三种贫困意识形态（本体论、认识论和价值论）向穷人传达（间接通过提供的援助类型和获得援助的条件）“指导”穷人。意识形态 1 将贫困描述为有限（真实或数字）资源的本体（有形）问题——一些有形贫困者可以访问互联网（获得无限的数字资源），他们是数字非贫困者，但有形贫困。意识形态 2 将贫困描述为能力有限的认识论（认知）问题——一些穷人（可以访问互联网，因此可以无限地、免费学习机会）利用这些机会获得技能。意识形态 3 将贫困描述为一种价值论（基于价值的）缺乏对贫困的重视——尽管一些穷人对贫困持积极态度，但他们对互联网的访问（了解富人的生活方式）使他们重新考虑了自己的态度。受这些意识形态的影响，穷人将贫困 (a) 视为有限的资源，因此是他们的外在资源，从而感到无能为力；(b) 作为有限的技能，因此是他们的内在技能，因此感觉自己被赋予了权力；或 (c) 作为正值，因此不采取任何行动。以前的工作讨论了成人学习打破贫困循环的潜力，而本文表明成人学习可以鼓励个人保持贫困并重视他们的贫困状况。