Dimensions Of Lifelong Learning Research Articles

평생학습관점에서의 다도 ‘체험’의 의미 연구

This study investigated to explore the essential meaning of the tea ceremony experience based on the experience concept of the German philosopher Wilhelm Dilthey. In addition, it aims to present a useful theoretical and methodological basis for the search for the desirable direction to pursue the continuous and practical meaning of the tea ceremony experience from a lifelong learning approach. Accordingly, in this study, tea ceremony experience was presented as various dimensions of lifelong learning: 1) lifelong dimension, 2) self-actualization dimension, and 3) hermeneutic cycle and understanding dimension. As a result, the tea ceremony experience is treated in depth for learners and the implications for popular dissemination are as follows. First, the tea ceremony experience should not be focused on ‘experienced’, but the process of ‘understanding and exploring the meaning of experience’, as Dilthey emphasized. Second, by sharing the experience of others through expression, uniqueness and commonality among participants should be confirmed. Third, the instructor should understand the viewpoints of the learners and suggest the direction of learning so that they can make their experiences more contextual and meaningful. Based on the above discussion, this study identified the meaning and learning implications of tea ceremony experience from the perspective of lifelong education.

Analyzing the relationship between organizational culture and lifelong learning among the information professionals in the university libraries of Pakistan

Purpose This paper aims to examine the relationships between the perceptions of library and information science (LIS) professionals about organizational culture (OC) and lifelong learning (LLL) in the university libraries of Pakistan.Design/methodology/approach The study uses a positivist paradigm and quantitative research method to examine the relationships between OC and the dimensions of LLL among the LIS professionals in the university libraries of Pakistan. Using a stratified sampling technique, data were collected, through a structured questionnaire, from a sample of 226 LIS professionals (out of N = 545) working in 97 university libraries of the country.Findings The results of the study found that the respondents’ perceptions about OC had positively correlated with their LLL in the study context. All the dimensions of OC predicted respondents’ LLL practices in the study context.Practical implications This study has practical implications for library leadership and LIS professionals to determine how the university libraries are likely to behave with LLL practices to accomplish the target goals.Social implications The results of this study can be used as supporting source and rationale for university libraries to develop strategic plans and policies for implementing LLL practices among LIS professionals of academic libraries.Originality/value The published literature shows the absence of any credible research carried out to know the influence of OC on LLL of LIS professionals.

The knowledge economy and lifelong learning: A critical reader

What I found very interesting when I was reviewing this reader was that the title of the book runs across the entire volume in terms of content and its relevance to different dimensions of lifelong learning. This has been excellently done, and concepts of the Knowledge Economy (KE) are applied to different but related contexts of the lifelong learning agenda. The reader begins with a general introduction, where the authors define the key terms which run across the book. The authors beautifully discuss distinctions between the knowledge society and the knowledge economy. I cannot agree more with these sentiments. Accreditation of prior knowledge is very crucial and indeed at the heart of adult education with production as a field of study and legacy. The general introduction is followed by two sections, subdivided into 15 individual chapters, and a conclusion. Section one, entitled General Critiques, provides justification for economic productivity and demand for people with the highest accumulated knowledge. The most qualified are often not rewarded accordingly. An interesting aspect of the first chapter is that it provides in a trendy fashion a historical overview of the KE, and quotes major landmarks such as the advent of capitalism, the industrial revolution, intellectual property, science, research and development. I concur with the authors that the newness of production does not discount old and lifelong ways of knowledge production. Chapter 2, Warhurst and Thompson’s Mapping knowledge in work: Proxies or practices?, presents knowledge as used and gathered in ICT, research and development, and defined in qualifications, occupation and skills applications. While these proxies are commonly used in workplaces, their measures are problematic. For instance, it is hard to quantify different types of knowledge,

An Emerging Trend in Today’s World for Future Societies: Life-Wide Learning - a Scale Development and Application Study for Undergradutes in Faculties of Education

The recent changes in Europe have changed the understanding of higher education systems in Turkey; as such, higher education institutions have affiliated themselves with a reconstruction period. In this process, it has been emphasized that today’s societies are in need of individuals who are well-developed in personal and professional domains. The concept of life-wide learning has emphasised that the people graduating from universities just with the knowledge of their domains will be inefficient for fulfilling the needs of future societies. This study reflects on the results of research that was designed to develop and test an instrument that could identify the components of an undergraduate’s life-wide learning habits. Since it was difficult to anticipate the components of lifelong learning because of its complex nature, considerable attempts were made in order to handle the process for cognitive, physiological, affective, social, technical and cultural domains. The instrument which was developed - Life-wide Learning Habits Scale- was trialled with 645 undergraduate students studying at the faculty of education across a range of variables. The data was subjected to an explanatory factor analysis, allowing the identification of four dimensions of lifelong learning. These dimensions appear to be capable of differentiating between the personal developmental habits, professional habits, care-based habits, leisure habits of graduates. The developed scale was applied to 296 undergraduate students and the life-wide learning habits of students were assessed regarding their genders, departments and socio-economic situations. Depending on the collected data, lifelong learning habits of university students have been discussed, and some suggestions have been proposed to overcome diffi culties in organizational changes in higher education.

From policy to guidelines: metamorphosis of lifelong learning in India

In this era of globalisation, the present perception of lifelong learning (LLL) in the Indian policy domain has been going through major changes in an attempt to make it nationally realistic yet globally viable. In this process, all facets of the concept of LLL are constantly metamorphosing, and this in many ways outperforms the older perception of LLL in India. The main objective of the paper is to gain a better insight into this metamorphosis in three consecutive stages; from recommendations, to policies and finally to guidelines. It uses Peter Jarvis’s theoretical framework to analyse the tensions in reshaping the dimensions of LLL in a certain context, yet gives flexibility for new analytical inputs. Based on the analysis, it is possible to generalise two major perspectives of LLL in Indian policies; a competitive and skill-oriented one, which is more global in nature. The other possesses a traditional nature and addresses basic educational needs. The process of metamorphosis is going through a major transition phase while facing resistance from several levels. This encourages further research on the complexities of LLL at different levels and contexts to gain better insights.

Gift and transmission in teachers’ lifelong learning: what remains of those who leave

This article analyses the activity of those involved in teacher training. Learning effective techniques for action is at the heart of the process of becoming a teacher, which contributes to the general conception of lifelong learning as the transmission/construction of utilitarian knowledge. We hypothesised that this situation has other dimensions that are often unnoticed on a daily basis, only to become visible once we look for events belonging to longer time-scales. The focus on utility places value on knowledge that has immediate and visible application; yet, some meaningful facts or events cannot be explained solely in these terms, including in such fields as teacher training, which provide unfavourable ground for our hypothesis. These dimensions are analysed here using a theoretical framework incorporating gift theory and the life course of professional practice. The corpus was compiled from self-confrontation interviews with 12 individuals who had given or responded to speeches during four retirement ceremonies in two teacher training institutes of southern France. The analysis shows that these ceremonies reflect organising rituals and contribute to the anti-utilitarian dimension of lifelong learning that is both collective and individual, based on gift cycles, and related to long time-scales of activity. It reverses the traditional idea of teacher training as utilitarian knowledge transmitted by older to younger teachers in favour of lifelong learning by cycles of gift giving. Last, this study opens a research perspective in fields other than teacher training and points towards how applications can be defined according to the results.

Space and Time Dimensions of Life Long Learning

Space and Time Dimensions of Life Long Learning

Re-thinking Lifelong Learning

The current dominant concept of lifelong learning has arisen from the pressures of globalisation, economic change and the needs of the “knowledge economy”. Its importance is not disputed in this paper. However, its proponents often advocate it in a form which places unrealistic demands on the individual without at the same time addressing their learning needs. The paper suggests that much of lifelong learning in fact amounts to a “pedagogy of the self” whereby individuals are supposed to learn and imbibe certain pedagogic prescriptions so that they adopt a particular identity of the “learner”. The article suggests that this way of looking at lifelong learning misses the point in so far as learning is only as good as the knowledge-in-use which the individual can deploy and for this to happen situational awareness and situational understanding are vital components of lifelong learning. To this end, the article draws attention, by way of an amalgam of certain ideas of Heidegger and Aristotle, to certain structural features of situations which need to be reflected in the curricula of learning programme, the upshot of which is to emphasise both the social and ethical dimensions of lifelong learning. Finally the article suggests that some of the ideas of Stenhouse could be usefully employed in order to suggest not so much a pedagogy of lifelong learning as a pedagogy of critical learning.

Lifelong learning and demographics: a Japanese perspective

This paper explores the social dimension of lifelong learning from the perspective of demographics, with particular focus on the issue of the birth of fewer children, which has become one of the most important current social issues in Japanese society. When considering the relationship between lifelong learning and demographics, the issues arising from an ageing population are usually the focus of policy‐makers. This perspective often overlooks crucial children’s issues, such as child development and the influence of the child’s daily environment. This paper suggests that it is necessary to analyse the issues arising from a society with fewer children independent of the concept of an aged society with fewer children in an attempt to emphasize these essential issues. The presented relationship between lifelong learning and the issues surrounding the birth of fewer children is based on two perspectives. The first perspective seeks to remove barriers such as the economic burden of educating children and the traditional stereotypical gender‐roles that have contributed to the birth of fewer children. The second perspective includes a response to the negative influences that the birth of fewer children has had on family’s experiences of child rearing and on children’s growth. Specifically, this paper develops the second perspective by focusing on three aspects: the development of children’s social skills; children’s growth as influenced by a high adult:child ratio; a decline in the quality of child rearing. Three issues are identified as necessary in order to build a Japanese society that fosters children: (1) embracing the concept of the ‘family‐friendly company’; (2)creating opportunities for mixed age groups to participate in learning programmes based on communities and schools; (3) reconsidering an intergenerational exchange programme.

Just Plain Rhetoric? An Analysis of Mission Statements of Canadian Universities Identifying Their Verbal Commitments to Facilitating and Promoting Lifelong Learning

Over the past decade, many government and policy documents have highlighted with greater urgency the need for lifelong learning. What do present mission statements of Canadian universities have to say regarding lifelong learning? In researching this question we analyzed the institutional mission statements of 58 Canadian universities to identify the extent to which these expressed commitments to facilitating and promoting lifelong learning. While mission statements cannot serve as proof of institutions actually enacting the goals and ideals by which they choose to portray themselves to the public, they still yield insight into the values institutions recognize as important. This article first proposes a model of conceptualizing lifelong learning in higher education. It distinguishes three dimensions of lifelong learning (the adaptive, the personal, and the democratic) and two aspects (lifelong learning as a goal and life-long learning as a process). From this three by two matrix we derive six categories of lifelong learning in or through higher education. We then use these six categories as a priori codes for our deductive anal- ysis of mission statements. We present and discuss the outcomes of our study, note differences with regards to institutional type, and make some suggestions for future research.

Lifelong learning as serious leisure: policy, practice and potential

This paper seeks to examine the extent to which post-compulsory education can be viewed as a serious leisure activity. Such links between the fields of leisure studies and adult education have yet to be fully explored, especially from a UK perspective. Although Stebbins (1998) has explored the concept of learning serious leisure through adult education, the concept of adult education as serious leisure has yet to be examined. Since 1995 successive UK Governments have engaged in high profile policy initiatives to encourage ‘lifelong learning’, a somewhat controversial concept which has attracted criticism as well as a significant bandwagon. The principal impetus behind the policy is the perceived need to skill the workforce so that industry can operate in an increasingly competitive global market. Emphasized to a much lesser extent, however, is the wish to create a ‘learning society’ in which continual learning, (including that for non-vocational purposes) becomes integral within society, with a subsequent enhancement of social capital. It is argued that it is through learning as ‘serious leisure’, rather than as vocationally oriented that will be most appropriate for such a policy. In this paper the authors have sought to concentrate on this non-vocational dimension of lifelong learning and to explore the links between the concept of serious leisure and lifelong learning. The paper then draws upon literature from the fields of leisure studies and education policy to examine the implications of ‘lifelong learning as leisure’ for the individual, the community and society as a whole.