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This article analyzes how capitalism’s work alienations and contradictions influence learning processes, relating work experience to life course trajectories and turning points. It introduces a “mind in political economy” synthesis grounded in socio-cultural learning theories and dramatic perezhivanie, applying it to workplace learning in a Canadian chemical production plant.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-63-analysing-work-and-life-course-learning-under-capitalism-using-a-mind-in-political-economy/593214/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-63-analysing-work-and-life-course-learning-under-capitalism-using-a-mind-in-political-economy/593214.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core relationship does the paper analyze between work and the life course?","Question",{"text":112,"@type":113},"It examines how experiences in paid work shape learning processes across an employment history and influence life course trajectories and turning points.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper explain the “mind in political economy” (MPE) approach?",{"text":117,"@type":113},"MPE is presented as a synthesis of socio-cultural learning theories enabling effective use of the concept of dramatic perezhivanie to interpret learning in workplace settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about work-life learning under capitalism?",{"text":121,"@type":113},"It concludes that realizing dramatic perezhivanie in relation to contradictory object-motives of autonomy/control affects work experience quality, development across employment history, and carry-over effects beyond work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593214,1792211192,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 63, Number 3, November 2023  \nAnalysing work and life course learning under capitalism using a mind in political economy approach  \nPeter Sawchuk  \nUniversity of Toronto, Canada  \nAs life course research has long recognized, work and careers are what Pearlin (1988; p.259) describes as “durable arrangements” that serve to “organize experience over time.” However, understanding (a) the specific impacts ofthe alienations and contradictions of work and society under capitalism as well as (b) the analytic details of how the processes of learning are involved in the relationship of work experience and life course remain less well understood. An approached referred to as Mind in Political Economy is explained. It is based on a synthesis of several socio-cultural learning theories which allows the effective use of the concept of dramatic perezhivanie. This approach is then applied to a study of workplace learning in the context of a chemical production plant in Canada with a focus on the life history of one subject. It concludes that, based upon evidence of the realization of dramatic perezhivanie in relation to the contradictory object-motives of occupational autonomy/control as well as labour autonomy/control more generally, work-life learning in activity affected the quality of work experiences, the nature of development across employment history, and had carry-over effects beyond work. Moreover, it is shown that work-life learning could play a role in retrieving, reconstructing and making use of early life experience iteratively in the course of  \nAnalysing work and life course learning under capitalism using a mind in political economy 299  \napproach  \nbiographical meaning-making through the creation and refinement of biographical artefacts across the life course by a process of double stimulation.  \nKeywords: life course, work and occupation, cultural historical activity theory, epistemic culture, perezhivanie, double stimulation  \nIntroduction  \nAccording to at least four decades of life course researchers, experiences of employment have continued to play a prominent role in defining the broader patterns of the trajectories, transitions and turning points that make up the substance of the life course.Work and careers are “durable arrangements” that serve to “organize experience over time”(Pearlin, 1988, p.259), directly shaping a broader sense of personal“mastery”(Pearlin, Nguyen, Schieman and Milkie, 2007) and even a sense of“regret” in later life (Schieman, Pearlin and Nguyen, 2005).As Mortimer and Shanahan (2003) argued, both subjective and objective turning points in the life course are disproportionately dependent upon changes in work and occupation.And, the “organized experience” of work and occupation offers, according to Moen (2016), a “basis for how we see the world around us, how we think about it and act toward it”(p.262).  \nImplicated here are the legacy and carry-over effects of experiences at work.Central to these effects is the structural fact that, as Heinz (2003) puts it in his assessment of longitudinal studies of the life course and employment:“[n]egotiating a career confronts the biographical actor […] with the problem that work organizations are mainly interested in processing, using, and regulating its members”(p.196).Such inherent problems, he goes on to say, regularly influence the life course by providing “limited opportunity for forming biographical meaning”(p. 192).It can be expected that such a limit, in turn, shapes the realization of learning and agency in the life course.  \nThis paper is premised upon the types of conclusions summarized above, with additional attention to Heinz regarding the relationship between the inherent problems of work and biographical meaning.It starts, then, with the notion that researching the relationship between the experiences of work and the life course would benefit from a more  \n300 Pater Sawchuk  \ndetailed interpretation ","cbCaiiYgd1Sc9mI6","https://ap.wps.com/l/cbCaiiYgd1Sc9mI6","pdf",154480,22,"English","# Introduction\n# Mind in political economy approach\n# Application to workplace learning\n# Implications for learning, agency, and carry-over effects","[{\"question\":\"What core relationship does the paper analyze between work and the life course?\",\"answer\":\"It examines how experiences in paid work shape learning processes across an employment history and influence life course trajectories and turning points.\"},{\"question\":\"How does the paper explain the “mind in political economy” (MPE) approach?\",\"answer\":\"MPE is presented as a synthesis of socio-cultural learning theories enabling effective use of the concept of dramatic perezhivanie to interpret learning in workplace settings.\"},{\"question\":\"What does the study conclude about work-life learning under capitalism?\",\"answer\":\"It concludes that realizing dramatic perezhivanie in relation to contradictory object-motives of autonomy/control affects work experience quality, development across employment history, and carry-over effects beyond work.\"}]","Australian Journal of Adult Learning - Volume 63 - Analysing work and life course learning under capitalism using a mind in political economy | PDF",1792076829,55]