By Paul Hager, John Halliday
For too lengthy, theories and practices of studying were ruled through the necessities of formal studying. without problems this booklet seeks to cajole readers via philosophical argument and empirically grounded examples that the stability will be shifted again in the direction of the casual. those arguments and examples are taken from casual studying in very different events, equivalent to in relaxation actions, as a practise for and as a part of paintings, and as a method of surviving bad conditions like dead-end jobs and incarceration. casual studying might be fruitfully considered constructing the means to make context delicate judgments in the course of ongoing sensible involvements of a number of forms. Such involvements are unavoidably indeterminate and opportunistic. therefore there's a significant problem to coverage makers in moving the stability in the direction of casual studying with no destroying the very issues which are fascinating approximately casual studying and certainly studying mostly. The publication has implications accordingly for formal studying too and how that educating may possibly continue inside of officially constituted academic associations similar to colleges and colleges.
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Additional resources for Recovering Informal Learning: Wisdom, Judgement and Community
Thus, our conclusion is that critics who maintain that the shift from lifelong education to lifelong learning debases education, are closing off in advance possibilities for developing viable understandings of the learning society. Since learning is clearly a wider notion than education, it was only to be expected that, unlike the case of lifelong education, understandings of lifelong learning would tend towards a maximalist view. That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur.
Chapter three), we critique various instances of this formal education response to lifelong education and lifelong learning. This is part of our overall claim that policy responses to lifelong learning have been too heavily weighted towards formal education arrangements. Shifting the balance towards informal learning, in the ways that we recommend later in the book, will serve to alleviate this criticism of lifelong learning. 5 Lifelong Learning as Encouraging Abdication of Responsibility by Governments Bagnall (1990) presented the following conceptual argument against the notion of lifelong education: If all learning is to count as education, then governments will be tempted to close down, or at least severely reduce, formal and non-formal education provision.
That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur. Certainly, a maximalist view of this sort is implied in much of the policy literature on lifelong learning. However, as Duke cautioned, the hegemony exerted by the formal education system in deciding what learning is to be valued and how it is to be assessed and accredited, ensured that ‘learning’ was read by most as ‘formal learning’.