Meaning Of Lifelong Learning Research Articles

The Living Spring: A Comparison of Jacob’s Well and the Well Hexagram

Abstract Water is a master metaphor in literature, appearing in many writings around the world. In some cases, water is stormy, vicious and destructive; in others, water is calm, steady and enriching; in yet other cases, water is reachable, manageable, and replenishable. In this essay, I will examine the different meanings of ‘a well of water’ by comparing Jacob’s well in the Gospel of St John and the Jing (‘The Well’, #48) hexagram in the I Ching or Book of Changes. In this comparison, my goal is to show that while ‘a well of water’ has a universal appeal as a symbol of finding ‘a living spring’ in one’s spirit, it has different connotations and implications in different cultural systems. In these two renditions of ‘a well of water’, we find authors providing different answers to the fundamental questions of human existence and the meaning of life-long learning.

PENGALAMAN GAME YANG MENYENANGKAN UNTUK MENGIDENTIFIKASI TIPE DUNIA METAVERSE SEBAGAI MODEL PEMBELAJARAN YANG INOVATIF

Metaverse aims to turn imagination into reality through the convergence of different technologies and should be seen as a means of lifelong learning that is not limited in space and time. The aim of this research is to identify the type of world in the metaverse to provide a pleasant user experience. The research method used in this research is descriptive qualitative. In this study, the data collection method used is the study of documentation and literature. Literature study is carried out by searching for various written sources, both in the form of books, archives, magazines, articles, and journals, as well as documents that can assist writers in exploring the types of games in the virtual metaverse world that support online learning. The results of this study can be used by educators to create an innovative learning environment, so that it can provide equal learning opportunities for all students.

유대인 학습문화 ‘하브루타’에 함축된 평생학습의 의미 탐구

본 연구는 학습방법으로서의 하부루타가 아닌 하브루타의 배경적 의미와 학습문화 속에 함축된 평생학습의 본질적 의미를 탐색하고자 하였다. 하브루타와 관련된 선행연구는 주로 학습자들의 학습 흥미도를 높이고 창의성 및 이해도, 문제해결능력을 위한 교수방법으로 연구되는 경향이 있다. 그러나 하브루타는 비단 하나의 학습방법이 아닌 유대인의 지속성장에 동력이 되는 학습문화라 할 수 있다. 가정의 요람에서부터 시작된 문화 속에서 평생의 삶을 위해 학습하는 방법과 사고의 과정을 체화함으로 언제 어디서 누구나 학습할 수 있는 그들만의 학습문화를 이루었다. 이에 본 연구는 국내외 관련 자료와 선행연구를 통해 함축된 의미를 탐색하고, 평생학습의 의미와 실천 원리를 구체적으로 제시하고 있는 유네스코의 보고서를 중심으로 평생학습의 의미를 분석하였다.<BR> 연구결과, 하브루타는 유대인의 역사적 배경 속에 구축된 학습문화로, 평생학습에 있어 학문적 의미가 매우 크다고 할 수 있다. 탈무드를 가지고 타자와 함께 해석하고, 분석하고, 논리를 세우고, 질문하고, 토론하고, 논쟁하며 평생의 삶에 기초역량이 되는 학습하는 방법과 사고의 과정을 체화하고, 타인과의 관계속에서 통합적 인격을 형성하며, 부단히 자신의 본질을 만들어가는 전 생애 평생학습과정이다. 더 나아가 이러한 유대인의 학습문화는 교육의 목적 실현을 위한 평생학습의 네 가지 원리가 문화 속에서 유기적으로 작용하여 자기창조의 동력이 되는 평생학습문화로 볼 수 있다. 이에 본 연구는 평생학습이 각기 분절되어 진행되는 현재의 방향성에서 학습의 원리가 유기적으로 작용할 수 있는 평생학습문화로 구축해 나가야 함을 제언하고자 한다.

Perpustakaan Umum Berbasis Inklusi Sosial: Apa dan Bagaimana Penerapannya? (Sebuah Kajian Literatur)

If we look at the definition of a public library itself, namely a library that is used as a means of lifelong learning regardless of gender, physical condition, race, ethnicity, religion, social and economic status. That means the concept of social inclusion is very suitable to be implemented in the library. The latest public library paradigm is as a vehicle for people to develop their potential so that it leads to an increase in living standards. Regarding the concept of social inclusion, of course, it has a relationship with public libraries because they both talk about equality. Social inclusion means efforts to make society open to one another, especially to vulnerable or potentially marginalized communities, one of which is through community empowerment activities. This research is a qualitative study using the literature study method, namely collecting and analyzing the literature as a data source. To check the validity of the data, data source triangulation was carried out by looking for other data to strengthen the previous data. In this study, it was found that a public library based on social inclusion means a public library that always guarantees its facilities and services in order to encourage people to be open to one another. Several things that need to be considered in building a public library based on social inclusion, namely (1) the existence of community empowerment activities, and (2) the right to get library services, and (3) the accessibility of library information. Therefore it can be concluded that public libraries are closely related to the concept of social inclusion so that they can apply the concept. Of course, this can be seen from the public library itself which has the character of protecting all levels of society without a reed perspective.

Transnationalizing lifelong learning: taking the standpoint of Chinese immigrant mothers

ABSTRACT This paper examines the dynamic intersection of lifelong learning, transnational migration and migrant motherhood by locating Chinese immigrant mothers’ transnational learning and mothering experience. It aims to understand how Chinese immigrant mothers learn mothering skills, reconstruct identities, and practise mothering in transnational spaces. Based on 30 in-depth interviews with Chinese immigrant mothers in Canada, this paper finds three major dimensions of immigrant mothers’ transnational lifelong learning practice: (1) the good mother/bad mother binary and motherhood learning; (2) lifelong learning within transnational families; and (3) learning mothering as transnational cultural capital. This paper argues that taking Chinese immigrant mothers’ learning and mothering experience as a standpoint is critical to view transnational lifelong learning as non-linear, fluid, and dynamic. This perspective could assist scholars to acknowledge the experience, identity, work, and knowledge of immigrant mothers, to highlight the intersectionality of race, gender, and class, critically analyse the public/private binary and the learning space of lifelong learners, to reflect on the relationship between learning, mothering and transnational cultural capital, and to examine the race, gender and class relations underlying the changing meanings of lifelong learning in the context of transnational migration.

Cztery ćwiartki biograficznego uczenia się

The subject of the analysis is the discourse of biographical learning that is present in Polish andragogy. The key factors of the issue that are spread between biographical learning of the individual and community/society and awareness and unawareness of such process were singled out and among those elected fields (four quarters) further reflection was led. The aim of this action was reorganization of the discourse of biographical learning from the perspective of the chosen criteria which can set a basis for further research which could deepen the pedagogic value and meaning of lifelong learning.

East-West Perspectives on Elder Learning

This paper describes and conceptualizes the meaning of lifelong learning from two cultural perspectives—East and West. It examines the different principles underpinning lifelong learning that explain why and how elders in the two cultures engage differently in continued learning. Finally, it discusses the cultural impact on elder learning by examining the reasons, choices and processes used by elders in the two different cultural contexts as they conceptualize, experience, and negotiate ongoing lifelong learning.

Promises and risks of the learning society: the meanings of lifelong learning for three Finnish generations

In this article, the educational and labour-market experiences of three Finnish generations are examined. The presentation is an overview of the most important findings of several qualitative and quantitative sub-studies. We ask how people belonging to different social and age groups, and with different educational histories, figure out their positions as workers and citizens in the context of the late modern learning society. Summative generalisations of the results are presented within a framework based on both life-span perspectives and generational theory. The results indicate that the meaning of and willingness to participate in lifelong learning varies considerably between and among generations. The findings related to experiences of the individuals belonging to the oldest generation (born between 1918 and 1955) demonstrate that the relationship of individuals and social groups to the opportunities, risks and uncertainties of the contemporary learning society is complex and contradictory in many ways. More systematic research of this kind over age groups and generations is needed in order to obtain a more holistic picture of the differential distribution of opportunities and risks among different sections and hierarchical levels of the national population.

Various Portraits of Finnish Open University Students

This article describes and analyses the background and goals of students at the Finnish open university in the beginning of the twenty‐first century. The material consists of statistics based on the student records of the Finnish open university in 2000 (n = 9080) and of the stories, educational autobiographies written by the adult learners (n = 106) at the open university. As a result of the quantitative analysis a “typical” student at the open university is female, age 25–30, unmarried, childless, working in a service occupation with rather low income, a secondary school graduate and living in a town in the south of Finland. On the basis of the autobiographies the students were classified into four types: (1) career orientated, (2) graduate orientated, (3) seekers of change, and (4) studying as a way of living (students). The quantitative and qualitative results have been synthesised and the results concern the purposes and functions of the open university and the meaning of lifelong learning in a risk society.

L'educazione nell'ottica della continuità

After a brief analysis of the tradition of life long learning aimed to highlight its ancient origins and fundamental theoretical basis, the author focuses on the pedagogic and cultural debate which has brought to the actual configuration of life long learning, both at a national and at an international level. By referring to history, a strict relationship between adults education and life long learning is proven; while in the past theses two fields were perceived as antagonistic and separated, nowadays (especially starting from the last 20 years) they have become complementary and cooperative. In particular, this has been achieved thanks to the introduction in the educational processes of the category of the stream of life, which pertains to life long learning. Two are the main aims of this essay which is structured into two main levels mutually interacting: the first level, which is mainly explanatory, intends to overcome the self-evidence of many hypothesis and activities in the field of life long education; the second level, mainly propositional, tends to enrich the concepts and the operative meaning of life long learning, which, in the pedagogical field, is not acknowledged as a separated discipline, but as a way of interpreting education itself. The two levels are examined by the author in the light of a phenomenological pedagogy, aslife long education seems to share manifold fundamental suppositions with this field; among them, we can count the centrality of the individual, the holistic idea of education, and the open dialogue with other sciences and types of knowledge.

Continuous professional development along the continuum of lifelong learning

Aim. To identify what factors influenced motivation to participate in continuous professional development (CPD), among a group of qualified nurses, occupational therapists and physiotherapists. Method. Ninety-four nurses, 38 occupational therapists and 50 physiotherapists participated. They completed a questionnaire derived from research literature. Views on the concepts of lifelong learning (LLL) and CPD were sought. Results. One hundred and eighty-two questionnaires were returned from 300 giving a response rate of 60.6%. Professional knowledge was reported as the prime motivator to seek CPD. Other motivators, which featured in the top four most important factors included updating existing qualifications, increasing the status of the profession as a whole and demonstrating that an individual was professionally competent. These factors overlapped with respondents reasons for CPD and a general consensus of opinion was reached among respondents on the meanings of LLL and CPD. Conclusion. In conclusion there were no observable differences between the professions and seeking CPD is intrinsically driven.

Institutionalising Research in Teacher Education: The creation of a research centre as a means of lifelong learning for teacher educators

SUMMARY Teacher education is being challenged by a new global context in which research becomes an integrated part of the work of today's teacher educators. This paper focuses on the efforts made by one of the Norwegian university colleges to institutionalise research among the academic staff. It provides an account of different steps taken by the college's leadership, together with a group of teacher educators/researchers, to establish a research environment at the institution and describes the strategy used to stimulate research among its academic staff. Part of the discussion focuses on hindrances for establishing a research environment in an institution that has a strong teaching-dominated tradition and is the result of a merger of various previously independent small colleges. The paper presents a narrative of some specific events that have had a special impact in the establishment of a research centre at the college.

Investing in lifelong learning? employment management in higher education

The nature of employment management practices and the role of the Investors in People standard in United Kingdom higher education are examined. A dichotomy of process improvement outcomes of Investors in People (IiP) is identified: those which allow for continuous improvement and employee development; and those which operate to strengthen managerial command and control often in a more short-term manner, and at the expense of long-term staff development. The implications are contextualised in the lifelong learning debate. If the meaning of lifelong learning is taken to embrace liberal and emancipatory notions of education, the use of processes that reinforce ‘hard’ managerialism are unlikely to allow this to happen and, indeed, may operate against it. Alternatively, if lifelong learning means an emphasis on vocational functionalism, then the use of ‘hard’ managerialism may, indeed, provide the changes necessary to enable enhanced student access and increased student numbers.