Re-thinking Lifelong Learning

Abstract

The current dominant concept of lifelong learning has arisen from the pressures of globalisation, economic change and the needs of the ''knowledge economy''. Its importance is not disputed in this paper. However, its proponents often advocate it in a form which places unrealistic demands on the individual without at the same time addressing their learning needs. The paper suggests that much of lifelong learning in fact amounts to a ''pedagogy of the self'' whereby individuals are supposed to learn and imbibe certain pedagogic prescriptions so that they adopt a particular identity of the ''learner''. The article suggests that this way of looking at lifelong learning misses the point in so far as learning is only as good as the knowledge-in-use which the individual can deploy and for this to happen situational awareness and situational understanding are vital components of lifelong learning. To this end, the article draws attention, by way of an amalgam of certain ideas of Heidegger and Aristotle, to certain structural features of situations which need to be reflected in the curricula of learning programme, the upshot of which is to emphasise both the social and ethical dimensions of lifelong learning. Finally the article suggests that some of the ideas of Stenhouse could be usefully employed in order to suggest not so much a pedagogy of lifelong learning as a pedagogy of critical learning.

Teachers’ networked professional learning with MOOCs

“…For Mr. P, such networked professional learning with MOOCs prompted him to believe that today’s teachers need to research one’s own teaching, actively resolve encountered problems in teaching, and take initiatives to improve one’s teaching practice. This belief is congruent with the broader conception of “worker as learner” [ 42 ] and emphasizes the active development of knowledge-in-use [ 45 ] in the teaching profession. Such a desire to continually improve one’s teaching was concurred by Mr. Z:…”

“…At a fundamental level, networked learning shifts the traditional emphasis of continuing education or professional development on "education" towards "learning" and provides learning professionals more agency over their own learning journeys. Moreover, networked professional learning values "knowledge-in-use" [45] and the notion that professional learning is fundamentally about changing thinking and practice. In the MOOC literature specifically, highly-motivated learners are found to connect MOOC learning with their professional roles and needs [46].…”

Formative Assessment: Assessment Is for Self-regulated Learning

“…As such, formative assessment, SRL, and lifelong learning competences can be constructed as postmodern conditions of education (Edwards and Usher 2001). Hinchliffe (2006) refers to the twenty-first century (or 'post-Fordist') economy as the 'knowledge economy'. The knowledge economy is defined here as the:…”

Preparing Teachers to Become Lifelong Learners: Exploring the Use of Fiction to Develop Multiliteracies and Critical Thinking

“…Murphy (2000) claims the rhetoric of globalization spurs changes in policy that devolve government responsibilities for educational supports for its citizens and presents lifelong learning as a neutral response for learners to adapt to technological advances. Hinchliffe (2006) argues that, "the key driver of the development of lifelong learning [through government policies] is thus the emergence of the knowledge economy in an era of globalization" (p. 94) and its requisite that learners can adapt to continuous change.…”