Lifelong Learning: Concepts, Benefits and Challenges

Eugenia A. Panitsides
Hellenic Open University, School of Humanities, Patra, Greece

Jonathan P. Talbot
Centre for Work Related Studies, University of Chester, England

Series: Education in a Competitive and Globalizing World
BISAC: EDU000000

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$190.00

Volume 10

Issue 1

Volume 2

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Since the second half of the twentieth century, Lifelong Learning (LLL) has become a fashionable mantra, a political slogan, and an active tool to stimulate economic growth and foster social cohesion. However, where does its dominance lie? According to Rogers (2006) LLLs main success is that it has predominantly achieved to become mainstream, as it provided a convincing rationale for embracing the natural learning process which continues unifying education into a common process, challenging the distinctiveness of educational sectors, and acknowledging that learning takes place in different contexts, thus relocating learning in both formal and informal settings.

Thence, recent conceptualizations of LLL, under the universally rising awareness that learning is but an integral part of our everyday lives, and tends to continually expand, accommodating the multitude of types, sites, practices or modes of learning, both intentional and incidental. On these grounds, this book has been conceived to explore contemporary concepts, practices, benefits and challenges associated with LLL at formal, non-formal and informal levels. How LLL is currently perceived? What are the “regimes of truth” LLL is informed by? What are the influences, constraints and impact of the diverse LLL sites and practices? What are the effects on learning and learning outcomes? What are the implications for policy making, as well as for the development and implementation of LLL initiatives?

These are some indicative inquiries which guided the structure and the selection of themes in the present volume. Furthermore there has also been an effort to reach for multiple perspectives from different nations around the globe. The book is structured around two principal axes (theory-based and research-based studies) so as to provide in depth insights into debates and challenges that revolve around LLL, whilst combining theory and empirical research in a dialectical fashion. It may thus be of particular interest to a wide range of audiences — such as researchers, policy makers and practitioners — who wish to get an international perspective in LLL. This occurs through chapters that prompt reflection, showcase innovative professional practices and provide impressive scopes of field research.
(Imprint: Nova)

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

“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

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

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