By David N. Aspin, Judith Chapman, Karen Evans, Richard Bagnall
The moment variation of the overseas guide of Lifelong studying is large, cutting edge, and overseas in scope, remit and imaginative and prescient, inviting its readers to interact in a severe re-appraisal of the topic of “lifelong learning”. it's a thorough-going, rigorous and scholarly paintings, with profound and wide-ranging implications for the way forward for instructing associations and organisations of every kind within the perception, making plans and supply of lifelong studying projects. Lifelong studying calls for a totally new philosophy of studying, schooling and coaching, one who goals to facilitate a coherent set of hyperlinks and pathways among paintings, tuition and schooling, and recognises the need for presidency to provide incentives to and their staff to allow them to actually “invest” in lifelong studying. it's also an idea that's premised at the knowing of a studying society within which everybody, autonomous of race, creed or gender, is entitled to caliber studying that's actually excellent.
This e-book recognises the necessity for profound alterations in schooling and for targets which are severely vital to schooling, fiscal development, and social involvement. to these keen on the way forward for our society, our economic climate and academic provision, this e-book presents a richly illuminating foundation for strong debate. Drawing largely on coverage analyses, conceptual pondering and examples of knowledgeable and world-standard perform in lifelong studying endeavours within the box, either editors and authors search to concentration readers' realization at the many concerns and judgements that has to be addressed if lifelong studying is to turn into a fact for us all.
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Extra resources for Second International Handbook of Lifelong Learning
Sample text
Chris Duke works and publishes widely in adult and higher education, examining their relevance and utility for balanced and sustainable development in diverse societies and economic systems, often with bodies like the EU, OECD and Contributor Bios xli UNESCO, and especially with NGOs. He read history with political philosophy at Cambridge, and studied British mid-Victorian administration from this perspective for a London doctorate. He has worked alternately and concurrently in Australian and UK universities from the early 1960s to the present time, across a wide spectrum of kinds of universities, as professor of lifelong learning and director of continuing education in Australia, New Zealand and the UK, pro-vice-chancellor in Warwick (UK) and RMIT (Australia), and president of UWS Nepean in Sydney.
1975), claimed that ‘the first impulses of Nature are always right’ and believed that individuals, if left to themselves and without the officious interference of others, would tend to grow and learn ‘naturally’ all those things that their existence required: learning would come about simply as an accretion of growth. Others – those ‘free thinkers’ who believed in the kind of education that befitted the free person, the free mind and the free spirit – held that there was a paradox inherent in a situation in which individuals Introduction and Overview xlvii were required to attend ‘teaching and learning’ institutions on a compulsory basis.
The Need for Autonomy in Facing Recent Challenges After the first decade of the twenty-first century and the great convulsions that have attended on the global financial crisis (GFC), policy-makers across the international arena are grappling all the more with the need to equip their populations with the knowledge and skills with which they can face the challenges, effects and consequences of such large-scale problems, and their attendant risks, as global poverty and economic breakdown and climate change, and endeavour to identify, develop and plan alternative and self-saving courses of response and action (see Popper 1989).
