Vloga znanja v politični resocializaciji odraslih

The author analyses a thesis of the ambivalent structure of the knowledge and the political socialization, the school's knowledge and the political socialisation dilemma in recent circum­ stances. The adults socialize themselves in postsociali­stic transition for a new system of democracy in the independent state of Slovenia. The adults are cleaved between nostalgia for the past and neces­sity of (active) adaptation in present. Our political culture has a low level because the knowledge was not consider as a value. A new democratic political culture already arises in the postsocialist countries. The knowledge, which we get through the social relationships and logical, critical thinking, has double structure: it is repetition and creativi­ty, the knowledge for power over extern, physic world and knowledge for human, psycho-social world, partialised and holistic knowledge. The adults, who are included in process of long-life education addes the Jack of school knowledge with learning of contemporary knowledge. In this way they resocialize themselves for accomplish­ ing of the complex tasks of the postsocialist socie­ty.V prispevku utemeljujem tezo o dvosmiselni naravi znanja in (politične) socializacije, nato analiziram šolsko znanje in nazadnje socializacij­ske dileme v novih razmerah. V prehodnem obdobju se odrasli politično re­socializirajo za politični sistem nove demokracije v neodvisni državi Sloveniji. Razdvojeni so med nostalgijo po preteklosti in nujnostjo (aktivnega) prilagajanja v sedanjosti. Naša politična kultura je nizka tudi zato, ker znanje v socializmu ni bilo vrednota. Demokratična politična kultura šele na­staja. Znanje, ki ga osvajamo s socialnim učenjem in z logičnim, kritičnim mišljenjem, ima dvojno strukturo: ponavljanje in kreativnost, znanje za obvladovanje zunanjega sveta in empatično, odnosno znanje za obvladovanje notranjega psi­hosocialnega sveta, razkosano in celovito. Odra­ sli, ki so vključeni v proces vseživljenjskega izo­braževanja, kompenzirajo pomanjkljivosti šolske­ ga znanja s prisvajanjem sodobnega in se tako resocializirajo za izpolnjevanje zapletenih nalog posocialističnega prehoda