Style refleksyjności edukacyjnej uczących się dorosłych w perspektywie biograficznej

The article presents the results of the study Educational Pathways of Adult Learners in Poland. It presents a typology of six styles of educational reflexivity adopted by adults undertaking educational activity after completing initial education. The notion of educational reflexivity refers to Margaret Archer’s concept of reflexivity, understood as an immanent ability to shape the subject’s ways of acting in relation to external circumstances, which in the concept of the three-phase model of the subject-structure relationship points to reflexivity as a mediating mechanism between structure and the individual’s agency. The typology was developed based on the analysis of narrative interviews on the topic of learning in adulthood. During the analysis of the narratives, analytical categories relating to the issue of reflexivity were adapted to the topic of learning and education. The developed typology of reflexivity styles reveals variation in learning strategies and attitudes towards educational activity in terms of the meaning given to education and learning, the dominant concerns and goals pursued by educational activity, the ways in which learning in adulthood is planned, engaged and decided upon, the preferred forms of learning, and the role and importance of the socio-biographical context.