Table of Contents

Table of Contents

Preface

Chapter 1
Moving On: Speed, Flow and the Liquefaction of Lifelong Learning
(Christian Beighton, Canterbury Christ Church University, UK)

Chapter 2
Revisiting Lifelong Learning in Light of the Bologna Process and Beyond
(Ana Baptista, Queen Mary University of London, London, UK)

Chapter 3
Developing Effective Pedagogies for Lifelong Learning: The Work Based and Integrative Studies Program and its Impact on the Forum Mobility Project
(Jon Talbot, Bob Meakin & Gary Jones, University of Chester, UK, and others)

Chapter 4
The Longitudinal Benefits of Learning in the Workplace: A Study among Employees, Instructors, Managers and Clients in Dutch Health Care Institutions
(M. de Greef, M. Gerken, R. Pel-Littel, R. Gijzen, M. Minkman & M. Segers, Vrije Universiteit Brussel, Belgium, and others)

Chapter 5
Change-Oriented Lifelong Learning Capacities
(Melinde Coetzee, Department of Industrial and Organizational Psychology, University of South Africa, South Africa)

Chapter 6
Lifelong Learning in the European Union. Training the Unemployed: Panacea or Sisyphus Syndrome?
(Eugenia A. Panitsides, Stella Loti, Adamantios Papastamatis & Efthymios Valkanos, School of Humanities, Hellenic Open University, Greece)

Chapter 7
Doctoral Learning Between Cultures: Enhancing Lifelong Learning
(Yehudit Od-Cohen & Miri Shacham, Ohalo College in Kazrin, Kazrin, Israel)

Chapter 8
Combining Values and Knowledge Education for Lifelong Transformative Learning
(Dimitris Pnevmatikos, Jean-Luc Patry, Alfred Weinberger, Lydia Linortner, Sieglinde Weyringer, Rachel Eichler-Maron, Ariela Gordon-Shaag, University of Western Macedonia, Florina, Greece, and others)

Chapter 9
Exploring the Role of Space in the Formation of Disorienting Dilemma through Antonioni’s Deserto Rosso
(Alexis Kokkos, School of Humanities, Hellenic Open University, Greece)

About the Editors

Index

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Reviews

“This book offers lifelong learning scholars and practitioners fascinating new conceptual and empirical insights from across the globe. This book helps us fundamentally question and rethink lifelong learning when we consider, for example: values alongside knowledge in transformative education; the speed, flow and liquefaction of lifelong learning; or indeed, when we think about space and formation of the disorienting dilemma in transformative learning. A welcomed, contemporary edition to influence our practice.” –  Dr. Tony Wall, Associate Editor of the Higher Education, Skills & Work Based Learning Journal, Reader (Associate Professor) & Deputy Head of the Centre for Work Related Studies, University of Chester, UK

“This edited text offers insights into Lifelong Learning in contemporary contexts from well-known writers in the field. The issues discussed are important, topical and developed with critical insight. Drawing on philosophical understandings of the concept of Lifelong Learning, the discourses are troubled at and ‘problematized.’ The shifts in meaning are explored and related to both policy and practice. This is an important book for scholars across a range of disciplines that connect with education in its various forms.” –  Hazel Reid, Professor of Education and Career Management at Canterbury Christ Church University, UK

“Lifelong learning has long been a major issue in medical education. Hence, reading this book has been indeed an elucidating update for me. This collected edition delves into a set of critical issues concerning lifelong learning, not however superficially describing a state of affairs, but, through in-depth analysis systematically investigating concepts, processes, methodologies and outcomes in the field. It could be of great interest to all, students, academics and practitioners.” –  Professor Alexander Dionyssopoulos, School of Medicine, Aristotle University of Thessaloniki, Greece

“A particularly interesting collected edition for both researchers and practitioners in the field of lifelong learning. A number of eminent researchers, from different countries around the globe, draw on cutting edge issues of the contemporary research agenda, covering a wide range of topics from the philosophical and conceptual understandings of lifelong learning to the applied policies and their outcomes. A really interesting book that deserves to be profoundly studied by both students and academics.” – Thanassis Karalis, Associate Professor of Lifelong Learning and Adult Education, University of Patras, Greece

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Audience: Educators and policy makers concerned with adult and post-compulsory education.