终身学习的概念和定义

P. Hager
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引用次数: 11

摘要

本章介绍了关键概念,包括终身教育、终身学习、循环教育和学习型社会,并概述了塑造这一领域的关键问题。首先,讨论了20世纪70年代以来终身学习和相关概念的起源和主要理解。强调了这些关键概念之间的共性,以及产生相互冲突的理解的关键差异。提出了一种模式来比较和分类对概念的不同理解。其次,追溯了20世纪90年代以来终身学习兴趣的复苏,并讨论了其原因。这包括经济竞争力和全球化,以及最近对知识创造和学习型社会的强调。终身学习概念的兴起使学习本身受到了前所未有的关注。然而,对学习本质的不同理解助长了对终身学习的作用和意义的持续分歧。一些解释将学习的范围限制在正规教育系统的各种特征上。另一些人则认为终身学习涵盖了各种非正式学习。这些不同的估价支撑了许多关于终身学习的持续争论。第三,对新兴的学习型社会概念进行了概述和讨论。围绕学习型社会的辩论产生了早期针对终身教育和终身学习的四种常见批评的新变体。学习型社会这一概念所激发的概念冲突,延续了人们现在熟悉的主要分歧模式,这种模式早先标志着终身教育和终身学习的概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Concepts and Definitions of Lifelong Learning
This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.
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