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Lifelong Learning and the New Educational Order Paperback – 14 Oct 2000

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Paperback, 14 Oct 2000
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Product details

  • Paperback: 200 pages
  • Publisher: Trentham Books Ltd (14 Oct. 2000)
  • Language: English
  • ISBN-10: 185856199X
  • ISBN-13: 978-1858561998
  • Product Dimensions: 1.9 x 14.6 x 22.2 cm
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Bestsellers Rank: 131,977 in Books (See Top 100 in Books)

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An important and original study...a book which will prove stimulating from beginning to end for all those with an interest in lifelong learning. --Journal of Philosophy of Education

I would recommend this book for its succinct summary of the main issues related to lifelong learning, for its challenges to some beliefs about the impact of social, economic and cultural changes on individuals and organisations, and for its consistent and sometimes passionate (and compassionate) argument throughout. --Studies in continuing Education

An authoritative and compelling account (that)provides a broad vista in a few pages... fluent and highly accessible. --Higher Education Review --This text refers to an out of print or unavailable edition of this title.

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By A F Rae on 30 Dec. 2014
Format: Paperback Verified Purchase
very good book. excellent condition
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By kezabell on 12 Aug. 2014
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fast shipping and item as described
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1 of 2 people found the following review helpful By sian on 8 Dec. 2012
Format: Paperback Verified Purchase
Good quality book which has helped me no end with my university work. There is a lot of infomation and eraseched discussed in a logical order
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Most Helpful Customer Reviews on (beta) 2 reviews
1 of 1 people found the following review helpful
Whose business is this lifelong learning thing? 14 Nov. 2010
By Edwin R. Anderson - Published on
Format: Paperback Verified Purchase
Mention the term "lifelong learning" around educators and their hearts immediately begin to flutter and they utter lovesick sighs of approval. That's all to the good, except that when you probe underneath the abstraction offered by "lifetime learning," you often don't find much of substance. Field's book is a pleasant partial exception. Pleasant because he gives lots of good information about how various institutions are dealing with the imperative offered by the observation that the world is changing evermore rapidly. Knowledge work does indeed imply that we have to continue learning over our adult lifespan. Certainly some institutional support for lifelong learning is desireable. There is a fundamental problem, however, with the approach. Learning is a personal matter driven to a large degree by intrinsic motivation. Everything that institutions do to goad us into it is extrinsic. Field's book does not begin to do justice to what lifelong learning looks like from an individual perspective. Without a detailed model of what adult learning entails, there can be no effective conversation with the individual who is the lifelong learner. Without such a model, there is no meat to the discussion of what the learner must do to be an effective lifelong learner.

Let me offer an example. Merlin Donald in "Origins of the Modern Mind: Three Stages in the Evolution of Culture and Cognition" writes at length about how the evolution of writing and other external means of representation have influenced the development of our cognitive capacities. He makes a strong case for saying that our external storage of ideas has a pronounced effect on the quality of our thought. What then are the artifacts that learners should create while they are learning that will support improved quality of thought later in their life? Students read textbooks, listen to lectures, take texts, create notes, and so on -- all of which use educational artifacts to create learning in the first place. There is no discussion, however, of what artifacts they should be creating to make the ideas have permanent value. Students sell their books back to the bookstore; I know of no one among my circle of educated friends who still has any notes from college; and my friends, like myself, have mostly forgotton the contents of the lectures. I haven't taken a test since leaving college. So what artifacts did we create as students that would give some teeth to the idea of lifelong learning being supported?

Give Field's points for his examination of the economic and institutional context of the "lifelong learning" discussion. Take away points for his failure to grapple with the learner's perspective, the place where the concept must live.
0 of 2 people found the following review helpful
Good overview of the subject 15 Feb. 2008
By J. Morrison - Published on
Format: Paperback
A good overview of this subject. This is a British oriented book, but then this is a subject which is more focused upon in Europe than elsewhere.
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