New Impulses for a Lifelong Learning University: Critical Thinking, Learning Time, and Space

Abstract

This chapter takes as a starting point arguments and evidence that we developed around 2010 (Davies, The Bologna process and university lifelong learning. The state of play and future directions. Final report of BeFlex project benchmarking flexibility in the Bologna reforms (Agreement No. 2006-0073. Socrates Programme of the European Commission). Retrieved from http://www.eucen.eu/BeFlex/FinalReports/BeFlexFullReportPD.pdf, 2007; Davies, BeFlex Plus: Progress on flexibility in the Bologna reform. Final report of BeFlex Plus project (Agreement 134538-LLP-1-2007-1-BE-ERASMUS-EMHE). Retrieved from http://www.eucen.net/BeFlexPlus/Reports/2007_3572_FR_BeFlexPlus_PublicPart.pdf, 2009; de Viron & Davies, From University lifelong learning to lifelong learning universities – Developing and implementing effective strategy. In: Yang J, Schneller C, Roche S (eds) The role of higher education in promoting lifelong learning. UNESCO Institute of Lifelong Learning (UIL), UIL Publication series on lifelong learning policies and strategies: No. 3 monograph. Hamburg, UIL, pp 40–59. Retrieved from http://unesdoc.unesco.org/images/0023/002335/233592e.pdf, 2015) which compared the European university lifelong learning provision (ULLL) to an ideal institutional model, the LLL University (LLLU model), i.e., an agile and flexible organization where learning is lifelong and lifewide, fully connected with individuals, communities, and societal aspirations and needs.It examines how far ULLL developed in this direction subsequently, the new impulses following the Covid crisis and megatrends in contemporary society. In our view, three key aspirations emerge from debates and surveys: critical thinking, learning space, learning time. The chapter revisits these concepts and explores them in a social and democratic perspective. More than ever, critical thinking appears as the priority to promote and develop in all university domains (learning, teaching, researching, and managing). Moreover, universities are invited to re-think learning time and space inside and outside the university and to implement oases supporting different kinds of learning – informal, non-formal, and formal – promoting learners’ emancipation and responsibility. Hybridization, diversification, and extension of learning spaces and diversity of learning rhythms, ownership, and slowness of learning time are all essential.The chapter highlights important elements to be considered specifically by European universities, but applicable more widely, in developing lines of action to implement an LLLU culture moving towards a learning organization, finally suggests perspectives for further research.KeywordsUniversity lifelong learningCritical thinkingTimeSpace