Skip to main content
SpringerLink
Log in

Lifelong Education: From Conflict to Consensus?

  • Published:
Studies in Philosophy and Education Aims and scope Submit manuscript

Abstract

The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Bagnall R G (1990) ‘Lifelong Education: The Institutionalisation of an Illiberal and Regressive Ideology?’, Educational Philosophy and Theory, 22:1, 1–7.

    Google Scholar 

  • Bagnall R G (1994a) ‘Postmodernity and its Implications for Adult Education Practice’, Studies in Continuing Education, 16:1, 1–18.

    Google Scholar 

  • Bagnall R G (1994b) ‘Pluralising Continuing Education and Training in a Postmodern World: Whither Competence?’, Australian and New Zealand Journal of Vocational Education Research, 2:2, 18–39.

    Google Scholar 

  • Bailey C (1984) Beyond the Present and the Particular: A Theory of Liberal Education, London: Routledge and Kegan Paul.

    Google Scholar 

  • Brown J S, Collins A and Duguid P (1989) ‘Situated Cognition and the Culture of Learning’, Educational Research, 18 (Jan–Feb), 32–42.

  • Burbules N C (1995) ‘Postmodern Doubt and Philosophy of Education’, Philosophy of Education 1995, 39–48.

  • Candy P C, Crebert G & O'Leary J (1994) Developing Lifelong Learners Through Undergraduate Education, Commissioned Report No. 28. Canberra: National Board of Employment, Education and Training.

    Google Scholar 

  • Chaiklin S and Lave (eds.) (1993) Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press.

    Google Scholar 

  • Cropley A J (ed) (1979) Lifelong Education: A Stocktaking. Hamburg: UNESCO Institute for Education.

    Google Scholar 

  • Hager P (1994) ‘Is There a Cogent Philosophical Argument Against Competency Standards?’, Australian Journal of Education, 38(1), 3–18.

    Google Scholar 

  • Hirst P (1965) ‘Liberal Education and the Nature of Knowledge’ reprinted in R S Peters (ed) (1973) The Philosophy of Education. London: Oxford University Press.

  • Hirst P (1993) ‘Education, Knowledge and Practices’ in R Barrow and P White (eds) Beyond Liberal Education: Essays in Honour of Paul H, Hirst. London/New York: Routledge.

    Google Scholar 

  • Jackson M (1995) ‘Seven Steps Towards a Better Education’, Sydney Morning Herald, 17 April 1995.

  • Kallen D (1979) ‘Recurrent Education and Lifelong Learning: Definitions and Distinctions’ in T Schuller and J Megarry (eds) Recurrent Education and Lifelong Learning (World Yearbook of Education 1979). London: Kogan Page; New York: Nicholls.

    Google Scholar 

  • Lave J (1988) Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge: Cambridge University Press.

    Google Scholar 

  • Lawson K (1982) ‘Lifelong Education: Concept of Policy?, International Journal of Lifelong Education, 1:2, 97–108.

    Google Scholar 

  • Long H B, Apps J W and Hiemstra R (1985) Philosophical and Other Views on Lifelong Learning. Athens, Georgia: Adult Education Department, College of Education, University of Georgia.

    Google Scholar 

  • UNESCO (1972) Learning to Be (The Faure Report). Paris: UNESCO.

    Google Scholar 

  • Usher R and Edwards R (1994) Postmodernism and Education. London and New York: Routledge.

    Google Scholar 

  • Wain K (1987) Philosophy of Lifelong Education. London: Croom Helm.

    Google Scholar 

  • Wain K (1993) ‘Lifelong Education: Illiberal and Repressive?’, Educational Philosophy and Theory. 25:1, 58–70.

    Google Scholar 

  • World Initiative on Lifelong Learning (1995) Lifelong Learning Developing Human Potential: An Action Agenda for Lifelong Learning for the 21st Century. Brussels: World Initiative on Lifelong Learning.

    Google Scholar 

  • Yates G and Chandler M (1991) ‘The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications’, Australian Journal of Education, 35(2), 131–53.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Adult Education, University of Technology, Sydney, Australia

    Paul Hager

Authors
  1. Paul Hager
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Hager, P. Lifelong Education: From Conflict to Consensus?. Studies in Philosophy and Education 17, 323–332 (1998). https://doi.org/10.1023/A:1005163702740

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1005163702740

Search

Navigation