Abstract
In this chapter I highlight key points in a continuum of lifelong education that enable individuals and their communities to thrive and live, according to Nobel Laureate Amartya Sen, “the kind of lives they value – and have reason to value.” These points begin at birth with an emphasis on the importance of maternal health, valuable and accessible early childhood care, and pre-K education programs. Building on these public policy interventions, I describe what a quality, equitable, and inclusive public education system requires to equip all individuals with the competencies, dispositions, and knowledge to be effective participating members of more just and democratic societies. Emphasis is placed on both the “what” (the content) and “how” (content) of teaching and learning. Not only public education, but a wholistic system of “convivial learning networks” (Ivan Illich) and formal, nonformal, and informal education (Philip Coombs) is envisioned for all stages of adult life. To achieve such a system, structural changes will need to be made. Such changes necessarily will come from progressive grassroots movements abetted by timely education. In imagining the future of lifelong learning, I have taken the liberty of citing various chapters in this volume that elaborate the arguments I make. I conclude describing how my personal journey as a university-based educator has led me to the values and vision I articulate in this chapter.
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Arnove, R.F. (2023). Imagining the Future of Lifelong Learning. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-67930-9_64-2
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DOI: https://doi.org/10.1007/978-3-030-67930-9_64-2
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Imagining the Future of Lifelong Learning- Published:
- 18 November 2022
DOI: https://doi.org/10.1007/978-3-030-67930-9_64-2
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Imagining the Future of Lifelong Learning- Published:
- 09 July 2022
DOI: https://doi.org/10.1007/978-3-030-67930-9_64-1