Cautionary Tales in the Ethics of Lifelong Learning Policy and Management
Cautionary Tales in the Ethics of Lifelong Learning Policy and Management

Author: Richard G. Bagnall

Publisher: Springer Science & Business Media

Published: 2004-04-30

Total Pages: 214

ISBN-13: 9781402022135

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This work is a critique, from an ethical perspective, of contemporary trends in lifelong learning policy and management. It focuses attention on 21 trends, each represented by a fable that is drawn from the experience of a stake-holder. The trends have been selected as exemplifying common responses to contemporary cultural change. They are drawn from a number of different countries and across educational sectors: higher, adult and vocational education and post-compulsory schooling. Each fable is explained, examined and grounded in scholarship on educational change and applied ethics through an accompanying account. The work is directed to educational policy makers and managers. It has been designed for use as a resource in advanced under-graduate and post-graduate professional development programs in educational policy, leadership, change, change management, justice and ethics. Its unique use of fables, accompanying accounts and background theory allows readers to engage with the text at different levels.

Epistemologies and Ethics in Adult Education and Lifelong Learning
Epistemologies and Ethics in Adult Education and Lifelong Learning

Author: Richard G. Bagnall

Publisher: Springer Nature

Published: 2022-02-17

Total Pages: 346

ISBN-13: 303094980X

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This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.

Values Education and Lifelong Learning
Values Education and Lifelong Learning

Author: David N. Aspin

Publisher: Springer Science & Business Media

Published: 2007-08-17

Total Pages: 460

ISBN-13: 1402061846

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The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapter in this book is written in an accessible style by an international expert in the field. The book tackles the task of identifying, analyzing and addressing the key problems, topics and issues relevant to education and Lifelong Learning.

Philosophical Perspectives on Lifelong Learning
Philosophical Perspectives on Lifelong Learning

Author: David N. Aspin

Publisher: Springer Science & Business Media

Published: 2007-08-18

Total Pages: 342

ISBN-13: 1402061935

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This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning. Written in a straightforward understandable manner, the book examines in depth the range of philosophical perspectives in the field of lifelong learning theory, policy, practice and applied scholarship.

Second International Handbook of Lifelong Learning
Second International Handbook of Lifelong Learning

Author: David N. Aspin

Publisher: Springer Science & Business Media

Published: 2012-01-18

Total Pages: 1011

ISBN-13: 9400723598

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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.

The Concepts and Practices of Lifelong Learning
The Concepts and Practices of Lifelong Learning

Author: Brenda Morgan-Klein

Publisher: Routledge

Published: 2007-12-17

Total Pages: 167

ISBN-13: 1134088310

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This is a special edition of an established title widely used by colleges and universities throughout the world. This version focus on to apply the theory into practice. Implementing organizational change has emerged as a core competency for corporate executive. In fact, any leader today will discover just how vital leading change is. If you're not leading change, as the saying goes, you're not leading.

Lifelong Learning, Participation and Equity
Lifelong Learning, Participation and Equity

Author: Judith Chapman

Publisher: Springer Science & Business Media

Published: 2007-05-23

Total Pages: 382

ISBN-13: 1402053223

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In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. Many communities, particularly in regional, rural and disadvantaged areas, can offer only limited educational options. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all.

Everyday Knowledge, Education and Sustainable Futures
Everyday Knowledge, Education and Sustainable Futures

Author: Margaret Robertson

Publisher: Springer

Published: 2016-06-01

Total Pages: 278

ISBN-13: 9811002169

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Everyday knowledge offers opportunities for better understanding of significant issues of our times. Reflecting these themes this book places emphasis on community wisdom. The underpinning argument is that our instinctive urge for survival may not be enough if we do not share our collective knowledge and learn more about the everyday habits, beliefs and actions of communities spread across the region. Contributions from researchers active within local communities help build knowledge capacity and support for collaborative research.

Differently Academic?
Differently Academic?

Author: Sue Jackson

Publisher: Springer Science & Business Media

Published: 2013-03-09

Total Pages: 214

ISBN-13: 140202732X

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Lifelong learning is a key feature of society today, and is apparently embraced by a wide range of educators and trainers, as well as by governments and employers. In this wide-ranging book, Sue Jackson shows that universities have been slow to embrace a lifelong learning agenda, and argues that the lifelong learning experiences of women – and especially of working-class students – are seldom welcomed in the academy. In its unique considerations of the experiences of women students and academics, this book expounds an innovative and critical analysis of women in higher education. It will give a clear indication of alternative strategies for learners, teachers and policy makers. This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups. It will also appeal to students of education, women's studies, gender studies and sociology; and to those interested in issues of gender, social class, feminist theory and feminist research.