Abstract
The purpose of this article is to draw attention to the humanitarian aspect of Lifelong Learning or, more precisely, to its potential emphasised in the idea of 'love of learning'. It is argued that in spite of the promising intentions of the government 'to foster love of learning', the system continues to operate only in the pragmatic mode. The impact of the pragmatic concept alone on Lifelong Learning is discussed and evaluated in terms of its own pragmatic values. Tentative ideas are proposed about the conditions for fostering love of learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
