Foundations of Lifelong Education

Studies in Lifelong Education

1st Edition - January 1, 1976
Editor: R. H. Dave
Language: English
eBook ISBN:
9 7 8 - 1 - 4 8 3 1 - 5 3 2 5 - 4

Foundations of Lifelong Education deals with the interdisciplinary foundations of lifelong education and examines a number of basic issues concerning lifelong education, such as… Read more

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Foundations of Lifelong Education deals with the interdisciplinary foundations of lifelong education and examines a number of basic issues concerning lifelong education, such as why education should be treated as a lifelong process, or how the functions of lifelong education are related to historical and contemporary developments in society. The goals, contents, and processes of learning appropriate to the aspirations of lifelong education are also explored, as well as the extent to which lifelong education is feasible and practicable in different socio-economic and ideological conditions. Comprised of eight chapters, this book begins with an overview of methodological considerations in the present study, such as the nature of the foundations content; general steps that may be followed for constructing discipline-based foundations; and the ways of incorporating several elements of interdisciplinarity into the study. The reader is then introduced to the sociological and philosophical aspects of lifelong education, along with the historical background on the concept of lifelong education. In addition to sociology and philosophy, lifelong education in relation to anthropology, ecology, psychology, and economics is also analyzed. The book concludes by presenting illustrative analyses and syntheses of the ideas discussed in the preceding chapters based on selected disciplines. This monograph is intended for educators, social reformers, and educational policymakers.

Foreword

Introduction

Chapter 1: Foundations of Lifelong Education: Some Methodological Aspects

1. Educational Challenges and Lifelong Education

2. Genesis of the Present Study

3. Objectives and Scope of the Study

3.1 About Interdisciplinarity

3.2 International Character of the Study

4. About Methodological Aspects

5. Composition of the Study Team

6. Working Procedure

7. Nature of the Content

8. General Operational Steps

8.1 the Concept of Lifelong Education

8.2 Identification of Relevant Aspects and Concepts of Selected Disciplines

8.2.1 Evidence of Comprehensive Coverage

8.2.2 An Inventory for Future Use

8.3 Derivation of Perspectives and Guidelines

8.4 Organization and Presentation of the Findings

9. Summary

Notes

Appendix I

Appendix II

Chapter 2: Lifelong Education - Some Philosophical Aspects

1. Origin of Lifelong Education

2. the Present Situation of Lifelong Education and Future Strategies

3. the Problem of Overcoming Alienation by Means of Lifelong Education

4. the Prospects for Man in a Society Centred Upon Production and Consumption

5. Humanism and the Philosophy of Lifelong Education

Notes

Chapter 3. Historical Studies and the Foundations of Lifelong Education

1. The Emerging Concept of Lifelong Education

1.1 A Crisis of Contemporary Civilization

1.2 The Concept of Lifelong Education

1.3 The Origin of Lifelong Education

1.4 The Relevance of History

2. History and Lifelong Education

2.1 The Idea of Lifelong Education in History

2.2 Contemporary Patterns and Problems

2.3 New Dimensions in History: The Larger View

2.4 the Place of History in Lifelong Education

Notes

Additional Sources

Chapter 4: Theoretical Foundations of Lifelong Education: A Sociological Perspective

1. Sociology and Lifelong Education

1.1 the Challenge to Sociology

1.2 Potential Contributions of Sociology in the Field of Social Relations

1.3 Potential Contributions of Macro-Sociology

2. Outline of a Sociological Theory of Lifelong Education

2.1 The Crisis In Industrialized Societies

2.2 Dead-Ends and Limits of the Traditional Educational System

2.3 Necessity for and Significance of Lifelong Education

2.4 The Dilemma of Lifelong Education: To Condition Man or Free Him

2.5 The Guidance Principle and Lifelong Education

2.6 Decentralization, Central Coordination and Lifelong Education

2.7 Conclusion

Notes

References

Appendix: Four Prospective Types (or Models) of Social System

Chapter 5: Some Psychological Reflections on Lifelong Education

1. Structure of the Analysis

1.1 the Role of Psychology

2. A Challenge To Modern Education

2.1 The Challenge of Change

2.2 Change and the Changing Concept of Knowledge

2.3 Need for Education to be Concerned with Self-Actualization

2.4 Educational Needs of Adults

2.5 Education and Early Childhood

2.6 The Search for Educational Equality

2.7 The Response - Lifelong Education

3. Defects of Present Educational Systems

3.1 Cognitive Development, Knowledge, and Vocational Skills

3.2 Interpersonal Relationships and Social Roles

3.3 Intrapsychic Development

3.4 Emotional and Motivational Development

4. Characteristics of Lifelong Education

4.1 Continuousness of Growth

4.2 Needs of the Very Young

4.3 Needs of Adults

4.4 Co-Ordination of Psychological Domains

4.5 Education for Personal Growth

4.6 Education for Social Development

4.7 Education for Equity

5. Psychological Basis of Lifelong Education

5.1 Change as a Psychological "Threat"

5.2 Intellectual Functioning throughout Life

5.3 Learning Beyond Conventional School Age

5.4 Vertical and Horizontal Integration in Cognitive Functioning

5.5 The Role of Childhood in Psychological Development

5.6 Vertical and Horizontal Integration in Social Development

5.7 Vertical and Horizontal Integration in Intrapsychic Development

5.8 Integration of Motives, Goals and Aspirations

6. Implications for Curriculum

6.1 Can Schools Develop Lifelong Learners?

6.2 A Lifelong Curriculum for Schools

6.3 The Teacher in Lifelong Education

6.4 Curriculum for the Wery Young

6.5 Curriculum for Beyond Conventional School Age

6.6 Curriculum for Work

6.7 Curriculum for Life Itself

References

Chapter 6: Anthropological and Ecological Foundations of Lifelong Education

1. Introduction

2. the Approach

3. Substantive Areas and Themes

4. The Anthropological View of Schools and Education

5. The Existential Self and Global Problems

6. Survival Environments

7. Technology and Built Environments

8. Growth and Life Cycles

9. Primates and Foraging Societies

10. Alternative Life Styles

11. Communication

12. Commitment and Human Scale

13. Acculturation and Enculturation

Notes

Additional Sources

Glossary

Chapter 7: Economic Analysis of Lifelong Education

1. Introduction

2. Lifelong Education in the Perspective of "Human Resources" Theories

2.1 the "Human Capital" Model and Lifelong Education

2.2 Contribution of the Filter Theories

3. Elements of An Alternative Approach to the Economic Aspects of Lifelong Education

3.1 The Analytical Framework

3.2 Contradictions Between the Collective Reproduction of the Qualified Labour Force and Lifelong Education

3.3 Lifelong Education and the Social Division of Labour

Notes

Chapter 8: Illustrative Content Analysis and Synthesis

1. General Purposes of the Chapter

2. Analysis and Synthesis of the Foundation Content

2.1 Purpose of the Content Analysis

2.2 Procedure

2.3 Some Observations About the Method

3. Intradisci Pli Nary Analysis

3.1 Philosophical Foundations

3.2 Historical Foundations

3.3 Sociological Foundations

3.4 Psychological Foundations

3.5 Anthropological and Ecological Foundations

3.6 Economic Foundations

4. Interdisciplinary Synthesis

4.1 Need, Scope and Significance of Lifelong Education

4.2 the Practicability of Lifelong Education

4.3 Obstacles and Preconditions for Lifelong Education

4.4 the Goals of Lifelong Education

4.5 Guidelines for the Content of Lifelong Education

4.6 Learning Processes, Materials, Media and Strategies

4.7 Structures and Organization

5. Suggestions for Further Analysis

6. Suggestions for the Use of the Findings

7. Some Implications for Further Studies

8. In Conclusion