David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 27 (3):301-312 (1998)
This paper is concerned with the moral and ideological bases of the UK central government's ambitious policy commitment to lifelong learning, motivated as this is by two linked factors: the perceived needs of an increasingly sophisticated economy for a more skilled and educated workforce and the desire within a context of greater accessibility for wider participation in further and higher education. What relevance does the liberal tradition have for post?compulsory education and training in the new environment? Critiques of the liberal tradition are explored and found wanting, morally and intellectually. However, such critiques have significant implications for the formulation of a revitalised liberal approach to post?compulsory education. The values underpinning the tradition have not disappeared and there is a real potential to develop an accessible mass post?compulsory system. To achieve empowerment and democracy requires that post?compulsory education be framed within the moral universe provided by a radicalised liberal perspective
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Kathryn Ecclestone (1999). Care or Control?: Defining Learners' Needs for Lifelong Learning. British Journal of Educational Studies 47 (4):332 - 347.
Hanan A. Alexander (2008). Engaging Tradition : Michael Oakeshott on Liberal Learning. In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge
Éva Gábor (1998). Michael Polanyi And The Liberal Philosophical Tradition In Hungary. Tradition and Discovery 25 (2):5-10.
Michael Strain (1998). Towards an Economy of Lifelong Learning: Reconceptualising Relations Between Learning and Life. British Journal of Educational Studies 46 (3):264 - 277.
Mal Leicester (2011). Triadic Moral Learning and Disability Awareness. Journal of Moral Education 40 (3):319-327.
Bengt Kristensson Uggla (2008). Who is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics. Studies in Philosophy and Education 27 (4):211-226.
Peter Alheit (2009). Biographical Learning Within the New Lifelong Learning Discourse. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge
Malcolm Tight (1998). Lifelong Learning: Opportunity or Compulsion? British Journal of Educational Studies 46 (3):251 - 263.
Ian Ground (ed.) (2000). Lifelong Learning, Equity and Inclusion. Proceedings [of the] Uace Conference.
Mazalan Kamis & Mazanah Muhammad (2007). Islam's Lifelong Learning Mandate. In Sharan B. Merriam (ed.), Non-Western Perspectives on Learning and Knowing. Krieger Pub. Co.
Anna Tuschling & Christoph Engemann (2006). From Education to Lifelong Learning: The Emerging Regime of Learning in the European Union. Educational Philosophy and Theory 38 (4):451–469.
Mal Leicester & Richard Pearce (1997). Cognitive Development, Self Knowledge and Moral Education. Journal of Moral Education 26 (4):455-472.
Geoff Hinchliffe (2006). Re-Thinking Lifelong Learning. Studies in Philosophy and Education 25 (1-2):93-109.
Christina Hughes & Malcolm Tight (1995). The Myth of the Learning Society. British Journal of Educational Studies 43 (3):290 - 304.
Added to index2010-09-02
Total downloads8 ( #389,649 of 1,902,212 )
Recent downloads (6 months)1 ( #466,168 of 1,902,212 )
How can I increase my downloads?