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1.
In this paper, we survey the contemporary movement away from traditional educational forms to the new discourses and practices associated with the term “lifelong learning”. We relate this movement to the sense of crisis which seems to be present in the post‐compulsory and higher education sectors. We locate it in the technological, economic and cultural changes which characterise the postmodern condition and the questioning of the grand narratives which have sustained education in modernity. We examine how these changes are effecting education in terms of trends such as vocationalisation, marketisation, the commodification of knowledge, the individualising of learning and the challenging of the monopoly position of universities. We ask what “education” means when it is not a bounded field and what “learning” means in the more loosely bounded spaces of lifelong learning. We argue that the current situation is both exciting and troubling for educators requiring a redefinition of roles and purposes in a context which is complex and contradictory.  相似文献   

2.
Community-based arts projects can act as powerful learning opportunities in a variety of lifelong and life wide contexts. Many of these projects involve artists, who usually undertake a leading role to ensure that some type of transformation takes place for those involved. The impact on the leaders—in this case the artists—is difficult to identify, even if they have been involved in several community-based arts projects. In this paper I provide insights drawn from my doctoral thesis. There I explored the cumulative impact on artists who work on community-based arts projects, what transformations and learning occurred for them as a result of working on these projects, and how those experiences contributed to their identities. My study involved hermeneutic phenomenological/narrative research approaches based on in-depth semi-structured interviews with 12 visual artists. Data were analysed using a recursive and spiralling process and were subsequently presented thematically as a neonarrative. The findings discussed in this article relate to the artists’ attempts at reconciling aspects of their individual, social and cultural identities by challenging their own as well as the community’s perceptions of artists. The cumulative effect of being involved in community-based arts practice also provided the artists with ongoing identity capital in that they came to realize that they learnt about themselves by connecting with others. The findings contribute to the emerging debate that challenges the narrow view of measuring the value of community-based art projects based on instrumental and public worth, and invites exploration of the private and intrinsic impact on individuals.  相似文献   

3.
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda.  相似文献   

4.
This article provides a critical and thematic analysis of three research projects involving artists working with vulnerable young people in educational contexts. It argues that artists create safe spaces in contrast to traditional educational activities but it will also raise questions about what constitutes such a space for participants. It will then show that skilled artists often mediate dichotomous pedagogical positions, characterised by competency and performance. It will employ the metaphor of a trellis to illustrate how artists provide flexible structure and support whilst allowing freedom and growth. Finally, it will discuss the social impact of the arts through the lens of social capital theory, highlighting the utility of the approach whilst also indicating areas for critical refinement.  相似文献   

5.
This paper describes and conceptualizes the meaning of lifelong learning from two cultural perspectives—East and West. It examines the different principles underpinning lifelong learning that explain why and how elders in the two cultures engage differently in continued learning. Finally, it discusses the cultural impact on elder learning by examining the reasons, choices and processes used by elders in the two different cultural contexts as they conceptualize, experience, and negotiate ongoing lifelong learning.  相似文献   

6.
In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a given technology is worth using and an understanding of the contexts in which it is best used. The paper examines approaches to educational professional development at The Open University, including recent initiatives related to faculty development in relation to mobile learning. The paper reflects on what can be learnt from these experiences and proposes a lifelong learning perspective which can help the higher education workforce to adapt. Faculty members have to commit to lifelong learning, remembering that ‘professional role model’ to students is one of the main roles of the teacher.  相似文献   

7.
Since the early 1990s, lifelong learning has become a major policy concern for the European Union, being seen as a means for enabling individuals to be more competitive in social and economic contexts that are continually changing. After a series of white papers and strategies in the field of lifelong learning, the EU launched the Lifelong Learning Programme in 2007, which dealt with the most pressing issues in the field. In light on the complexity of this programme, we need to ask ourselves if traditional evaluation models and approaches are appropriate for evaluating complex educational policies and programmes in the educational field. Thus, the stake of this article is to explore the challenges which arise when evaluating the EU’s lifelong learning policies and programmes in general, and the Lifelong Learning Programme 2007–2013 in particular, as well as to propose several new directions for overcoming these challenges.  相似文献   

8.
Room 13 is a global uprising of creative and entrepreneurial children who are responsible for a growing international network of student‐organised art studios. Each Room 13 studio facilitates the work of young artists alongside a professional adult artist in residence, providing an exchange of ideas, skills and experience across the ages. The result is an ongoing collaboration between adults and young people and a thriving culture of philosophical enquiry driven by a motivation to think and to learn. My own experience with Room 13 spans from that of the student, to adult artist and practitioner. Working under the direction of subsequent student‐management teams, I have been fortunate to be involved in the process by which Room 13 has gone on to establish an international network of student‐run art studios, serving an expanding global community of young artists. The emerging global movement surrounding these studios calls for a serious revaluation of what art is – and who is qualified to make it. Room 13 not only augments the case for the work of young artists, but presents a challenge to the current systems for art education. As the quality of formal arts education is eroded by a universal need to standardise educational experiences, the training that Room 13 provides motivates individuals and develops their creativity in a way that outstrips anything that schools, or even art colleges, can currently offer.  相似文献   

9.
Education is a lifelong endeavor; the public learns in many places and contexts, for a diversity of reasons, throughout their lives. During the past couple of decades, there has been a growing awareness that free‐choice learning experiences – learning experiences where the learner exercises a large degree of choice and control over the what, when and why of learning – play a major role in lifelong learning. Worldwide, most environmental learning is not acquired in school, but outside of school through free‐choice learning experiences. Included in this article are brief overviews of environmental learning, the nature of learning, the educational infrastructure, and free‐choice learning as a term. This article provides a framework for thinking about free‐choice environmental learning and sets the stage for thinking about the other articles in this special issue.  相似文献   

10.
《教育心理学家》2013,48(3):207-217
In this article, we describe our professional development model, Content-Based Collaborative Inquiry (CBCI). The purpose of the CBCI model is to engage educators in inquiring and constructing their own knowledge as they focus on both student understanding in specific content areas and their own learning processes. We first explain the empirical foundations of CBCI. Through 3 cases we illustrate how content knowledge is developed via collaborative inquiry, originating in teachers' classrooms, and expanding to create and sustain collaborative communities of inquiry in the multiple contexts where educators work. We conclude by discussing challenges and continuing issues for efforts to support lifelong teacher learning and educational reform.  相似文献   

11.
Abstract

This article investigates the ways in which global art making and cultural practices have been conveyed in U.S. schools and considers questions about how art education can engage in decolonization. This special issue's theme of Diversity, Globalization, and Education is approached through the window of visual art by examining the work of three contemporary Senegalese artists and one U.S. artist in the sociopolitical contexts of history and current events, and asserting ways in which curriculum in U.S. schools may be considered with a decolonizing lens by integrating the artists’ perspectives.  相似文献   

12.
Three years ago I started work on the exhibition Get it off your chest, a multimedia project exploring the personal and social role of the breast within British culture. The project would involve over one hundred people as contributors, engaging with ongoing debates within academic, media and informal contexts as to what constitutes and impacts upon constructions of the female image within our society, particularly in relation to the breast as a primary signifier. The working practices evolved in creating Get it off your chest were instrumental in generating a synergy in my own creative activities, enabling some measure of unification to occur within the strands of my art–making and art educational roles. This synergistic approach, which I term ‘creative community working’ will be discussed in this paper alongside the epistemological focus of the exhibition, its inception and its consequent structure, presentation and wider educational role. I will focus throughout on exploring the development of creative community working contexts: the impulse to integrate what sometimes seem like rogue elements of the professional and creative identity is one shared by many members of the art educational community and I hope that this paper will generate feedback and discussion on the diverse ways in which colleagues generate synergy in their own working lives.  相似文献   

13.
Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. In today's climate of continual change and innovation, lifelong learning is a critical educational goal. In order to prepare people for lifelong learning, educational opportunities must develop their capacity for self‐direction, metacognitive awareness, and disposition toward lifelong learning. Several instructional features facilitate the development of metacognitive and self‐directed learning skills, and the disposition to lifelong learning: (1) student autonomy, responsibility, and intentionality; (2) intrinsically motivating learning activities; (3) enculturation; (4) discourse and collaboration among learners; and (5) reflection. This article describes and presents examples of how three teaching methodologies—problem‐based learning, intentional learning environments, and cognitive apprenticeship—employ these instructional features.  相似文献   

14.
全球化视野中“学习社会”与基础教育改革   总被引：4，自引：0，他引：4  
处在一个人人都需要确立终身学习思想和观念的时代,教育的重要目标之一就是要使现代的人们都具有终身学习的意识,而我们的社会则应该为提供这样一种多样化和多元化的终身学习活动肩负起应有的责任和义务。那么,何谓“终身教育”?何谓“终身学习”?基础教育又应如何立足于终身教育和学习社会的理念来加以改革?全球化视野中“学习社会”的特征是什么?它对基础教育改革又将产生怎样的影响?这一系列问题的提出都具有十分重要的意义并有待于教育理论工作者去作深入的研究和探讨。  相似文献   

15.
方子春 《成人教育》2012,32(10):34-36
民间文化艺术是民族文化艺术的重要组成部分,是民族文化的发源根基,是民族精神的承载,国民教育是对国民进行文化知识、技能、民族精神、民族文化的教育。终身学习和终身教育也承担着民族民间文化艺术的传承责任,民族民间文化艺术的传承要靠终身学习和终身教育的形式实现,历史是这样,将来也是这样。  相似文献   

16.
This paper suggests that the dominant discourse of lifelong learning is a political rather than an educational discourse. On this view, lifelong learning enables the deconstruction of welfare to be effected through the reconstruction of citizenship. Democratic citizenship properly understood, on the other hand, depends on determined progress towards a more equitable distribution of material and cultural resources among citizens. Education on its own can do little to ensure that such structural change takes place. It is, nevertheless, the task of critical adult education, as distinct from economistic models of lifelong learning, to raise such questions as urgent issues for democratic deliberation and debate, and to expand our notions of what it means to be active citizens in a democratic society. The paper contains the text of a talk given at the annual study conference of the UK's National Institute of Adult Continuing Education in April 2002.  相似文献   

17.
Art teachers and action research   总被引：2，自引：2，他引：0  
The qualitative educational research literature is increasingly advocating the use of literary/artistic techniques. This article describes and evaluates educational action researches by three art teachers, and questions why they have not capitalised methodologically on their artistic expertise. Analysis of commonalities in practitioner-based research in education and practice-based research in art and design reveals significant differences in these two paradigms however. Whereas artists and educational researchers both engage in qualitative problem solving and may use the same kinds of materials and tools, they develop different kinds of hypotheses, look for different sorts of evidence and apply different quality controls.  相似文献   

18.
耿润 《现代教育论丛》2007,(8):64-66,63
终身学习已经成为欧盟教育培训政策的主要标语。本文按时间顺序回顾了终身学习是如何作为欧盟教育培训领域的重要战略而出现的,并考察了终身学习对欧盟的影响,最后分析了它对我国构建学习型社会的借鉴意义。  相似文献   

19.
耿润 《成人教育》2008,(2):89-90
终身学习已经成为欧盟教育培训政策的主要标语。本文按时间顺序回顾了终身学习是如何作为欧盟教育培训领域的重要战略而出现的,并考察了终身学习对欧盟的影响,最后分析了它对我国构建学习型社会的借鉴意义。  相似文献   

20.

Governments in all parts of the world recognize the value of education to the personal, social and economic health of the community. Once the responsibility to provide basic educational opportunities for all is fulfilled, as it has been in most developed countries, emphasis is placed upon raising standards of teaching, learning and achievement. More recently, calls for investing in lifelong learning across the community have increased. Arguably, attitudes to this should be formed in the years of schooling yet often the measures put in place to drive student progress forward have neglected the needs of teachers themselves - arguably the most important component in engaging the motivation and commitment of students, and in the transmission of knowledge and values. This paper considers the contexts and range of challenges for teachers in the twenty first century and suggests that investment in maintaining their intellectual and emotional selves is key to the educational success of schools in changing times.  相似文献   

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