Abstract
This article presents a groundwork for the benefit of making death more explicit in the knowledge domain and practice of lifelong learning. The existential notion of human mortality is discussed in relation to the prevailing cultural context, theoretical frameworks of human development, and the exercise of lifelong learning. Death is explored as a latent force that can advance learning agendas in adults. Death, as a constant theme in the human condition, can be an existential burden but a significant motivator as well. As a matter of comprehensibility, it is argued that the reality of death, or human finitude, must be incorporated into discourses of lifelong learning towards establishing a deeper sense of meaning to all educative and learning endeavors.
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.
