Abstract
This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartin University and Bulent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through Educational-Instructional Philosophies Determination Scale and Lifelong Learning Tendency Scale. The collected data were analysed using regression analysis via SPSS 22. According to the data obtained, there is a weak, positive correlation (r=0.286) between prospective teachers' lifelong learning tendency and the philosophies of education they favour at 99% confidence interval. As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; essentialism, perennialism, reconstructionism and progressivism. It is observed that essentialism and perennialism are important predictors for lifelong learning tendency.
Highlights
We live in an era in which everybody - from the youngest one to the oldest one - experiences a new learning nearly daily
The data were collected via educational-instructional philosophies determination scale (Semerci, Semerci and Çerçi 2002) and lifelong learning tendency scale (LLTS) (Coşkun and Demirel, 2010)
As a result of the regression analysis, the correlations between lifelong learning tendency and educational philosophies scores of the university students involved in the study are given in Table 1 below
Summary
We live in an era in which everybody - from the youngest one to the oldest one - experiences a new learning nearly daily. Delors’ (1996) mentioned four pillars of future education in his report for European Commission. The first one is learning to know, which means to be excel in learning and the second one is learning to do, which means learning for current conditions and unknown future conditions. The third one is learning to live together, which means developing self-awareness about other cultures and exploring new ways to eliminate racism and social exclusion. The last but not least one is learning to be, which means ‘to become’, ‘to grow’ as Lindeman (1926) asserted: “Growth is the goal of life. Knowledge, freedom, enjoyment, creativity – these and all other immediate ends for which we strive are contributory to the one ultimate goal which is to grow, to become”(p.202)
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