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MariaMendel,WiesławTeiss
dynamics,anddevelopsthroughvariousbreakthroughsandtransitions.Mostim-
portantly,itisbasedonthevitalprincipleofopenness,givingallparticipantsofthe
workwithmemoryaccesstothepastandtheopportunitytospeakonthistopic.
Tesefollowingrulesapply:theruleoftolerancetoward“otherselves,”freepartici-
pationinshapingtheprogramandtheworkof“chats,”aswellastheruleofcombin-
ingthistypeofworkwithlocalpublic,economic,school,andculturallife.
Peoplewhopersonallylearnthememoryofhistory,thecultureoftheirplace,
andcreativelyprocessitinthenameofacceptedideals,mustbecharacterized
byakindof“earformemory,”theabilitytoperceivemanydiferentcarriersof
memory(but,yet,“everythingcanbeacarrierofmemory”).Teyalsohaveto
maintainadialogwithmemoryinacontinuous,critical,creative,andnotmerely
imitativeway.
Ourexperienceinworkonmemoryshowsthatthesetypesofactivitiescan
becarriedoutwiththehelpofmanypossibleresearchandanimationmethods
andtechniques-startingfromindividualandcollectivememories,throughthe
analysisofvarioustypesofpersonaldocuments,togroup-motivatingactivities
andthosethatcombineseveralmemorysources,suchasexcursions,exhibitions,
andpresspublications.Teseformsareinawaynaturalandobvious,andthey
combinewithindividualbiographies,familylife,socio-culturalandpoliticalactiv-
itywithintheenvironment,aswellaswithlocalandsupra-localevents.
Inturn,thememory-place,asseeninthe“fieldofeducationandculture”turns
towardbothinformalandformalout-of-schooleducationaswellastowardthe
resourcesoflocalculture.Bothofthesedimensionsinvolvenatural(involuntary,
self-acting),direct,democratic,visible,andimpliciteducationalanddevelopment
processes,thecommondenominatorofwhichislifelonglearning.Tislearning
consistsin:“the(trans)formationofstructuresofexperience,knowledge,andac-
tioninthecontextofthelifehistoryofpeopleandoflifeworlds,thatis,inalife-
widecontext.”17Tisisa“platformforself-education”thatmakespossible-onthe
onehand-educationalself-reflection,adeepeningofknowledgeaboutyourself
andyourworld,inthecontextofnewimagesfoundinthefieldofmemory(repre-
sentations,performances)ofthepast.Ontheotherhand,itleadstotheconstruc-
tion,reconstruction,andbuildingofanindividualandsocial“lifeworld.”
Sucheducationisasituationandaprocessofactivityanddevelopment,dia-
logandpartnership,buildingandrevivinginterpersonalbonds,creatingalterna-
tiveformsofsocio-culturalwork,apartfromofcialinstitutions.Inotherwords,
theresultofthiskindof“biographicallearning”inthefieldofmemoryisthe
establishmentofnewspacesandformsofcultureandeducation,which-onthe
17
P
.Alheit,Podejściebiografcznedocałożyciowegouczeniasię,“Teraźniejszość-Człowiek-
Edukacja”2011,nr3.
