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1.
The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society. 相似文献
2.
A tendency of previous studies of lifelong learning to focus on learning and learning subjectivities may have led to an underestimation
of potential effects in terms of a system of knowledge constitutive processes that operates powerfully to shape our societies.
In this paper we explore lifelong learning and practices in the construction of knowledge at the point where a new relationship
is being attempted between university courses and workplaces through programmes for learning. Drawing from Foucault and others
we argue a strategic relation between discourses of lifelong learning and knowledge practices in such locations. Discourses
of lifelong learning appear to support the reaching out of disciplinary practices into the workplace where theoretical knowledge
is combined with knowledge derived from work experience, as a new form of knowledge that has use value. Discipline as a modality
of power appears reconfigured and multiplied in new power-knowledge constellations which aim to subdue the desire and power
of know how. Rather than lifelong learning as learning apparatus and strategy in the promotion of a will to learn as has been
suggested elsewhere, we offer an alternative account. Here the promotion of a will to learn articulates with the will to knowledge
in part through discourses of lifelong learning. Practices of knowledge constitution support the pacification of know how
through its reconfiguration as knowledge that can be codified and mobilized for economic innovation. 相似文献
3.
This paper addresses the issue of how lifelonglearning, globalisation and capitalism arerelated within late modernity. It is criticalof the argument that there is now anincreasingly homogenous global economy that isknowledge based and that unambiguously requiresa high level of cognitive skills in itsworkers. The idea that globalisation producessuch rapid changes in the world of work thatlearning must be ongoing to cope with it ischallenged.It is argued that the key issue forpolicy-makers concerned to encourage lifelonglearning is funding the provision of thoselearning opportunities that would otherwise notbe available. People can learn many worthwhilethings at work, at home and elsewhere ininformal associations. It makes little sense toduplicate the opportunity to learn those thingsformally or even in many cases, formally todistinguish such learning from living andworking. 相似文献