David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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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
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