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Introduction
9
pletelyinsufcientextentitispresentinformalandinformaladulteducation,
intheareaoflifelonglearning.Tus,fromthepointofviewofcontemporary
adulteducation,inthecurrentsocial,economicandpoliticalcontext,itisan
areathatshouldbetreatedasanewone.Itsnoveltyconstitutesanevengreater
challengebecausetheactionstakeninthisfieldhavetotakeintoaccountthe
negativeexperienceoftheperiodprecedingthetransformationofthepolitical
system.InPoland,thischallengeisfacedmorefrequentlybynon-governmental
organizationsthangovernmentaldepartmentsactingwithinthescopeoftheir
statutoryobligations.Accordingtotheauthor,oneofthemaintasksinthe
areaofeducationforthesakeofparticipatorydemocracy,isthecreationof
thecoherentandrealisticmodelofcitizeneducationthatwouldhelpinshaping
attitudesofincreasedinitiative,creativityandsocialparticipation;amodelthat
wouldeńectivelyequipanindividualwithskillsandknowledgeindispensable
tocontemporarydemocracy.
Tearticle“Humanhealthasacontextforandragogicdiscourse”byAnna
Gawełpresentsacompletelynewareaofconstantlearning.Similarlytothe
previousarea,“novelty”doesnotseemtobeitsobviouscharacteristic.Never-
theless,astheauthorpointsout,healtheducationandthebroadlyunderstood,
multifacetedhumanlifeintheperiodsofadulthood,growingoldandoldage,
togetherwithenvironmental,socialandculturalconditioning,haveonlyrecen-
tlybecomeareasofinterestinthefieldofAndragogy.Takingintoconsideration
thewholelife,itisunquestionablethatadulteducationplaysanimportantrole.
However,duetothefactthatamajorpartofthestatisticallifespantakesplace
duringaperiodnotencompassedbyaformalschooleducation,andthatwith
time,healthisbecomingamainfactordeterminingthequalityoflife,abroadly
understoodhealtheducationturnsintoakeyareaofadulteducation.
Hence,alsointhisarea,aneedfortheoreticalreflections,empiricalresearch
andasearchforadequatestrategies,formsandmethodsofpracticalactionsis
manifested.Tisexampleconstitutesanimportantargumentsupportingthe
thesisthattheabovementionedinterdisciplinaryaspectisandwillbeoneof
themainconditionsofthedevelopmentofalleducationalfieldswithinthe
frameworkoflearningthroughoutlife.
Tesecondpartofthebooktitled“Institutionalcontextforlifelonglearning”
containsarticleswhicharenotsimpleillustrationsoftrendsappearinginthe
currentliteratureonadulteducationinthefieldoflifelonglearning.Textsin
thispartwereselectedinsuchawayastoencouragefurtherreflectionsonthe
issue,whichhasacrucialsignificancenotonlyfortheplanningandrealizing
policiesofLifelongLearningprogramme,butalsoforthesakeoftheideaof
lifelonglearningitself.Itisaboutawayofrealizingthisidea.Itmightberealized
„top-down”(withintheframesoftop-downacceptedstrategiesandprogrammes
realizedbyinstitutionsresponsibleforit)oratagrass-rootslevel(asaresult
ofspontaneousinitiativeswhicharearesponsetotheneedsrecognizedatan
individualandlocalcommunitylevel).However,indisputably,themosteńec-
