By Peter Jarvis
As lifelong studying grows in attractiveness, few complete photos of the phenomenon have emerged. The Routledge foreign instruction manual of Lifelong Learning offers a disciplined and whole evaluation of lifelong studying across the world.
The theoretical constitution places the learner on the centre and the booklet emanates from there, pointing to the social context past the learner.
Up-to-the-minute syntheses from a number of the prime overseas specialists within the box supply important snapshots of this speedily evolving topic from wide-ranging views including:
- learning all through life
- sites of lifelong learning
- modes of learning
- policies
- social movements
- issues in lifelong learning
- geographical dimensions.
This authoritative quantity, crucial interpreting for lecturers within the box of Lifelong studying, examines the complexities of the topic inside a scientific worldwide framework and locations it in its socio-historic context.
Read Online or Download The Routledge International Handbook of Lifelong Learning PDF
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Extra resources for The Routledge International Handbook of Lifelong Learning
Sample text
And so on. At these points my biographical memory no longer provides the answers and I cannot take my existence for granted – I am consciously aware of the social situation in which I find myself and I begin to learn from the experience. The more rapid the social change, the more frequently I learn. This might be called incidental learning – but it is happening all the time with rapid social change; in other words I am continually learning. Our awareness of lifelong learning is an awareness of rapid social change and the fact that, in order to exist, we need to learn.
3 PETER JARVIS In the fifth part we look at policies and lifelong learning. I felt that it would have been possible to put in a number of national policy statements since they all differ in their emphasis. For instance, the UK’s policy perspective is much more vocational than Finland’s, and so on. However, it would have been problematic to do this, although I think that there is a place for comparative lifelong learning policy analysis in future studies. In this section the clearest policy differences may be seen between the World Bank and OECD, on the one hand, and UNESCO on the other.
In the seventh part I have included some other academic disciplines that are relevant to the study of lifelong learning, including economics, sociology and psychology. The chapter on philosophy also has a political orientation and it was for this reason that I decided to omit a chapter specifically on politics, although I concede that, with the work of scholars such as Habermas (deliberative politics) and Rawls (public reason) there would have been a major place for this. I included both feminism and religion in this section as well and I also considered topics such as health education; so it can be seen that the parameters of not only this section, but the whole book, could have been expanded considerably.
