Second International Handbook of Lifelong Learning

ISBN-13: 9789401779043 / Angielski / Miękka / 2016 / 958 str.

David N. Aspin; Judith Chapman; Karen Evans

Spis treści

Foreword; Arne Carlsen.- Acknowledgements.- Introduction and Overview; David N. Aspin, Karen Evans, Judith D. Chapman and Richard Bagnall.- Part I: History, Theory, and Philosophy; Section Editor: David N. Aspin.- 1. Towards a Philosophy of Lifelong Learning; David N. Aspin and Judith D. Chapman.- 2. The Changing University, Lifelong Learning and Personal Fulfilment; Robin St. C. Barrow and Patrick Keeney.- 3. Lifelong Learning: A Language Game in Search of its Rules; Peter Gilroy.- 4. Organisational Contexts for Lifelong Learning: Individual and Collective Learning Configurations; Colin Evers.- 5. Democratic Inclusion and Lifelong Learning in a Globalizing World; Penny Enslin and Mary Tjiattas.- 6. On Learning and Cosmopolitanism in Education; Yusef Waghid.- 7. It is the Person who Learns; Peter Jarvis.- 8. Of Maestros and Muscles: Expertise and Practices at Work; David Beckett.- 9. Continuing Professional Development and the Triadic Conception of Lifelong Learning; Mal Leicester.- 10. Lifelong Education: Some Deweyan Themes; Ivan A. Snook.- 11. Lifelong Learning:  A Post-Human Condition?; Richard Edwards.- 12. Reflections on a Definition: Revisiting the Meaning of Learning; Jan Visser.- 13. Egalitarian Policy Formulation in Lifelong Learning: Two Models of Lifelong Education and Social Justice for Young People in Europe; Melanie Walker.- 14. Focusing on the he(art): Lifelong, Life wide, and Life deep Learning in the time of HIV and AIDS; Shirley Walters.- 15. Lifelong Learning, Mindfulness and the Affective Domain of Education; Terry Hyland.- 16. Coming to Terms with the Learning Society: Between Autobiography and Politics; Kenneth Wain.- Part II: The Policy Challenge; Section Editor: Karen Evans.- 17. Life Chances, Learning and the Dynamics of Risk in the Life Course; Karen Evans, Ingrid Schoon and Martin Weale.- 18. Lifelong Learning and Life-wide Work in Precarious Times: Reversing Policy-making Optics; David W. Livingstone.- 19. Liquidation of Labour Markets and Adult Education in China; Atsushi Makino.- 20. Three Translations Revisited: Lifelong Learning in Singapore; Kaori Okumoto.- 21. Lifelong Learning: Innovation, Policy and Institutions.- Catherine Casey.- 22. Higher Education and Lifelong Learning: Renewing the Educational and Social Mission of Universities in Europe; Lynne Chisholm.- 23. The Institutionalisation of Lifelong Learning in Australia, Hong Kong and the United States: A Bridge to the Community or a Competitor to the University?; Wing-On Lee and Josephine Fleming.- 24. Perspectives on Lifelong Learning in Africa; Moses Otieno Oketch.- 25. Lifelong Learning and the Teaching Occupation: Tracking Policy Effects of Governing Ideas on Occupational (Re)Ordering; Terri Seddon and Amy Bohren.- 26. Transformative Environmental Education within Social Justice Models: Lessons from Comparing Adult Ecopedagogy within North and South America; Greg Misiaszek.- 27. Current Trends in Lifelong Learning in the Russian Federation: Current Developments; Joseph Zajda.- 28. Regulating the Professionals: Critical Perspectives on Professional Learning and Education Policies; Miriam Zukas.- Part III: Programmes and Practices; Section Editor: Judith D. Chapman.- 29. Lifelong Learning in OECD and Developing Countries: An Interpretation and Assessment; Abrar Hasan.- 30. No Royal Road: Mapping the Curriculum for Lifelong Learning; Malcolm Skilbeck.- 31. Schools and Lifelong Learning: The Importance of Schools as Core Centres for Learning in the Community; Judith D. Chapman and David N. Aspin.- 32. Schools and the Foundation for Lifelong Learning; Phillip McKenzie.- 33. The Learning Journey: Lifelong Professional Learning for Leaders in Faith-based Schools; Judith D. Chapman and Michael T. Buchanan.- 34. Lifelong Learning as a Reference Framework for Technical and Further Education; Nic Gara.- 35. Libraries, Literacies and Lifelong learning: The Practices within Higher Education Institutions; Tatum McPherson-Crowie.- 36. Lifelong Learning – How Far Have We Come?; Ruth Dunkin.- 37. Acquiring Knowledge, Skills, and Abilities Across a Lifetime by Transferring to One’s Own Practice; Sandra R. Daffron, Iris Metzgen-Ohlswager, Shari Skinner, Loretta Saarinen.- 38. The Contribution of the Adult Community Education Sector in Australia to Lifelong Learning; Veronica Volkoff.- 39. Lifelong or Longlife? Learning in the later years; Alexandra Withnall.- 40. Lifelong Learning to Revitalize Community – Case Studies of Citizens’ Learning Initiatives in Japan; Yukiko Sawano.- 41. Learning Cities and Learning Regions - Helping to Make the World a Better Place; Norman Longworth.- Part IV: A Critical Stocktaking; Section Editor: Richard G. Bagnall.- 42. Lifelong Learning as a Flag of Convenience; Roger Boshier.- 43. Lifelong Learning, Contemporary Capitalism and Postmodernity: A Selected Reading; Robin Usher.- 44. The Economic Context of Lifelong Learning; John Halliday.- 45. Lifelong Learning as a Policy Process: A Case Study from Australia; John McIntyre.- 46. Informal Learning: A Vital Component of Lifelong Learning; Paul Hager.- 47. A Critical Approach to Work: The Contribution of Work-based Learning to Lifelong Learning; Lorna Unwin.- 48. ‘Really Useful Knowledge’ or ‘Merely Useful’ Lifelong Learning?; Jim Crowther.- 49. The Interplay between Lifelong Learning and Vocational Education and Training; Gavin Moodie.- 50. Networking and Partnerships: Another Road to Lifelong Learning; Chris Duke.- 51. Universities, New Technologies, and Lifelong Learning; Patrick Keeney and Robin Barrow.- 52. The Impact of Lifelong Learning on Organizations; Karen E. Watkins, Victoria Marsick and Young Saing Kim.- 53. The Impact of Lifelong Learning on Communities; Stephen Brookfield.- 54. Is Lifelong Learning Making a Difference? Research-based Evidence on the Impact of Adult Learning; John Field.- 55. Transformation or Accommodation? A Re-assessment of Lifelong Learning; Richard G. Bagnall.- List of Contributors.- Index.

O autorze

DAVID ASPIN is Emeritus Professor of Education, School of Graduate Studies, and formerly Dean of the Faculty of Education, Monash University, Australia. Prior to this he was Professor of Philosophy of Education at King's College London and Adjunct Professor in the Department of Philosophy of Education in the Institute of Education, both in the University of London. With Judith Chapman he is co-author of the publication The School, the Community and Lifelong Learning (London: Cassell 1997) and, with Judith Chapman, Michael Hatton and Yukiko Sawano, co-editor of the International Handbook on Lifelong Learning (Dordrecht: Kluwer 2001). In 1999 he was awarded a Visiting Fellowship at the International Studies Center of the Rockefeller Foundation in Bellagio, Como, Italy; in 2004 was appointed a Visiting Professor at the Nottingham University. In 2007 he was elected a Visiting Fellow at St Edmund’s College Cambridge. In 2006 he was editor of two volumes in the Springer Press “Lifelong Learning” series – Philosophical Perspectives on Lifelong Learning, and (with Judith Chapman) Values Education and Lifelong Learning. His current research centres on lifelong learning, principally its epistemological, mental and methodological aspects; and on values and values education, principally their normative conclusions and meta-ethical aspects. JUDITH D CHAPMAN AM is Professor of Education and formerly Dean of the Faculty of Education at Australian Catholic University. Judith was formerly Professor of Education Associate Dean (Teaching and Learning) of the combined faculties of Economics, Commerce, Education and Law at the University of Western Australia and Director of the School Decision-making and Management Centre at Monash University in Australia. KAREN EVANS is Professor of Education ( Lifelong Learning) at the Institute of Education, University of London, where she was formerly Head of the School of Lifelong Education and International Development. Her main research interests are learning in life and work transitions, and learning in and through the workplace. Books include Improving Literacy at Work ( 2011); Learning, Work and Social Responsibility (2009); Improving Workplace Learning (2006); Reconnection: Countering Social Exclusion through Situated Learning (2004); Working to Learn (2002); Learning and Work in the Risk Society (2000). She was Editor of COMPARE, the journal of comparative and international education, between 2004 and 2009 and is currently a leading researcher in the Economic and Social Research Council’s Research Centre (LLAKES) on Learning and Life Chances in Knowledge Economies and Societies. She is an Academician of the UK Academy of Social Sciences. RICHARD G. BAGNALL is a Professor in Adult and Vocational Education and Dean (Research) for the Arts, Education and Law Academic Group at Griffith University, Australia. His scholarly work is in the social philosophy of adult and lifelong education, with particular emphasis on the ethics of educational theory, advocacy and policy. He has published over 100 books and papers in that field, including Cautionary Tales in the Ethics of Lifelong Learning Policy and Management: A Book of Fables (Dordrecht: Kluwer Academic, 2004), and Discovering Radical Contingency: Building a Postmodern Agenda in Adult Education (New York: Peter Lang, 1999). His teaching is centred on the philosophy of adult and lifelong learning. He has supervised to graduation the doctoral studies of over 25 doctoral and 30 research masters and honours degree candidates.

Blurb

The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent.

This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.