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Drawing on 29 biographical narrative interviews with mature students pursuing education degrees in Czech higher education, the analysis shows narrated experiences are interwoven, with new meanings emerging as further experiences are added. Three narrative learning types are identified: learning by analogy, learning by audit, and learning by authority, informing adult education research and practice.",{"@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/travelling-in-time-via-narration-three-types-of-biographical-learning/593187/",{"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/travelling-in-time-via-narration-three-types-of-biographical-learning/593187.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding biographical learning?","Question",{"text":112,"@type":113},"It concentrates on the learning process inside biographical learning as it can be observed through narration, rather than treating learning as a secondary issue to what is learned.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and with whom?",{"text":117,"@type":113},"The findings rely on narrative analysis of 29 biographical narrative interviews with mature students studying education degrees in Czech higher education.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three types of biographical learning identified in narration?",{"text":121,"@type":113},"The study identifies learning by analogy, learning by audit, and learning by authority, each describing how past and present experiences are connected through storytelling.","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},593187,1792208735,{"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":44,"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 1, April 2023  \nTravelling in time via narration: Three types of biographical learning  \nKatarina Rozvadská  \nMasaryk University  \nThis is a study of the process of biographical learning and how it can be observed in narration. There have not yet been empirical studies focused explicitly on the learning aspects of biographical learning, as scholars have focused more on the biographical part of the concept – more on the question of what is learned than of how it is learned.  \nThis text therefore concentrates on the learning process itself within biographical learning, using data from 29 biographical narrative interviews with mature students studying for education degrees in Czech higher education. The results show that narrators do not present their experiences separately in their narration, one after another. The narrative analysis revealed that their experiences are intertwined. In adding another experience, the narrators discover new meanings. It is therefore possible to talk about the learning process going on in the narration. The narrative analysis identified three types of this biographical learning as reflected in narration: learning by analogy, learning by audit, and learning by authority. In learning by analogy, experiences are compared to one another, creating an analogy between them. Learning by authority involves the influence of a past experience on the present day. Learning by audit is a retrospective movement,  \nTravelling in time via narration: Three types of biographical learning 31  \nlooking at a past experience through the lens ofthe present. The results presented here have implications for both adult education research and practice.  \nKeywords: biographical learning, adult learning theory, narrative analysis, mature students  \nIntroduction  \nThis study concerns how adult learners learn to understand their lives when they are storytelling them. Storytelling is a social activity by which we deliver stories; it has long been recognized as central to human cognition and communication (Gelman & Basbøll, 2014) . The result of storytelling is a narrative. Goodson et al. (2010, p. 2) and other scholars have stressed the significance of those narratives for our learning: “The stories we tell about our lives and ourselves can play an important role in the ways in which we can learn from our lives. Such learning, in turn, can be important for the ways in which we live our lives.” This capacity to constantly learn how to live our lives is referred to as biographicity. It has become crucial in the changing conditions we encounter in societies in which wars alternate with pandemics.  \nThe life course approach involves inspecting lives from a diachronic perspective, which becomes especially relevant under conditions of knowledge societies with their demand for lifelong learning. However, the ways we follow our lives during the life course have become increasingly diverse among individuals in society and can even change multiple times within a single life. Acknowledging the inner tensions between the “instrumentalist” and “emancipative” power of lifelong learning (Hallqvist et al., 2012), Alheit and Dausien place some confidence in the emancipative view, calling for an outlook in which the learning individual “is taken more seriously”(Alheit & Dausien, 2002, p. 5). To this discourse, the biographical learning approach offers a solution by providing an “alternative configuration of lifelong learning, intending to increase knowledge about the relation between individual biographies and institutions of adult education”(Hallqvist, 2014, p. 3) . One phenomenon in which the intersections between the individual and the institutional are sharpened is the re-entry of adults to formal  \n32 Katarina Rozvadská  \neducation. This study deals with an example of that phenomenon – the return of adults to Czech universities after reaching the age of 26 years. The Czech Republic is one o","cbCaivhk4xSIC7la","https://ap.wps.com/l/cbCaivhk4xSIC7la","pdf",221724,26,"English","# Introduction\n## Biographical learning through narration\n## Adult re-entry into higher education\n## Educational trajectories and biography\n## Study framing and research gap","[{\"question\":\"What does the study focus on regarding biographical learning?\",\"answer\":\"It concentrates on the learning process inside biographical learning as it can be observed through narration, rather than treating learning as a secondary issue to what is learned.\"},{\"question\":\"How was the study conducted and with whom?\",\"answer\":\"The findings rely on narrative analysis of 29 biographical narrative interviews with mature students studying education degrees in Czech higher education.\"},{\"question\":\"What are the three types of biographical learning identified in narration?\",\"answer\":\"The study identifies learning by analogy, learning by audit, and learning by authority, each describing how past and present experiences are connected through storytelling.\"}]","Travelling in time via narration - Three types of biographical learning | PDF",1792076782,66]