Looking forward backwards: Varieties of capitalisms, alternative futures, and learning landscapes

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2021-02-22 DOI:10.3384/RELA.2000-7426.OJS3463

B. Hake

{"title":"Looking forward backwards: Varieties of capitalisms, alternative futures, and learning landscapes","authors":"B. Hake","doi":"10.3384/RELA.2000-7426.OJS3463","DOIUrl":null,"url":null,"abstract":"Critiques of capitalism have constituted the backbone of political economies addressing living, working, and learning conditions in a variety of forms of capitalism. This paper explores different approaches to representations of the future of (adult) education in capitalist Europe. It examines the 1960s and 1970s as a period when rapid technological change was addressed in studies of the future of Europe by proponents of post-industrial society, New Left public intellectuals, professional futurologists, and critics of late capitalism. These studies envisaged quite different futures for both society and organised adult learning. Attention is subsequently focused on the pan-European project Educating Man for the 21st Century during the early 1970s which envisaged the future as ‘neoindustrial/neo-capitalist society’ in the year 2000. In conclusion, the paper offers a critical account of early encounters with neoliberal politics during the 1970s and early 1980s, particularly the cultural materialist work of Raymond Williams.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal for Research on the Education and Learning of Adults","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3384/RELA.2000-7426.OJS3463","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 5

Abstract

Critiques of capitalism have constituted the backbone of political economies addressing living, working, and learning conditions in a variety of forms of capitalism. This paper explores different approaches to representations of the future of (adult) education in capitalist Europe. It examines the 1960s and 1970s as a period when rapid technological change was addressed in studies of the future of Europe by proponents of post-industrial society, New Left public intellectuals, professional futurologists, and critics of late capitalism. These studies envisaged quite different futures for both society and organised adult learning. Attention is subsequently focused on the pan-European project Educating Man for the 21st Century during the early 1970s which envisaged the future as ‘neoindustrial/neo-capitalist society’ in the year 2000. In conclusion, the paper offers a critical account of early encounters with neoliberal politics during the 1970s and early 1980s, particularly the cultural materialist work of Raymond Williams.

查看原文本刊更多论文

展望过去:各种资本主义，可选择的未来，和学习景观

对资本主义的批评构成了政治经济学的支柱，涉及各种形式的资本主义的生活、工作和学习条件。本文探讨了资本主义欧洲（成人）教育未来的不同表现方式。它考察了20世纪60年代和70年代，后工业社会的支持者、新左派公共知识分子、专业未来学家和晚期资本主义的批评者在对欧洲未来的研究中谈到了快速的技术变革。这些研究为社会和有组织的成人学习设想了截然不同的未来。随后，人们的注意力集中在20世纪70年代初的泛欧项目“21世纪教育人”上，该项目在2000年将未来设想为“新工业/新资本主义社会”。最后，本文批判性地描述了20世纪70年代和80年代初与新自由主义政治的早期遭遇，特别是雷蒙德·威廉姆斯的文化唯物主义作品。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).