Well‐being and happiness: critical, practical and philosophical considerations for policies and practices in lifelong learning

Abstract

This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well‐being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges facing the field of lifelong learning today. Perhaps because it is intended to inform policy makers and the general public, the Inquiry reports are written in language that seems to be carefully designed not to offend or alarm anyone, appealing to the reason and good sense of readers who might be swayed by persuasive argument to be supportive of wider notions of lifelong learning. Despite its critique of viewing education only in economic terms, financial concerns are used consistently as justification for recommendations with the report. The main difference is that economic issues are presented within a broader social context. While the report makes some beneficial recommendations, the contributors have not taken this opportunity to assert the importance of critical adult education taking the lead in informing the future direction of lifelong learning in the UK. This paper focuses particularly on the theme of well‐being and happiness, using a critical feminist analysis, to point out ways in which this argument could be developed to provide a deeper analysis of some the concerns raised in the Inquiry.