Care or Control?: Defining Learners' Needs for Lifelong Learning

British Journal of Educational Studies 47 (4):332 - 347 (1999)
Abstract
Concerns about non-participation in lifelong learning may indicate an emerging moral authoritarianism arising from pessimism about the future. Low expectations of potential for social progress, human agency and learners' motivation to take part in formal learning, exacerbate moves towards a 'minimalist pedagogy' regulated by government agencies and encourages the idea that lifelong learning should be compulsory for adults 'at risk'.
Keywords minimalist pedagogy  Lifelong learning
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