Studies in Philosophy and Education

, Volume 27, Issue 4, pp 211–226 | Cite as

Who is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics

  • Bengt Kristensson UgglaEmail author


The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of lifelong learning. First, it is stated that globalization is the most profound horizon today for explaining the current interest we experience in both lifelong learning and hermeneutics. Second, from these links to on globalization, we can also expect to find new links between lifelong learning and hermeneutics. Third, the predominant configuration of lifelong learning according to the logics of globalization and virtues of flexibility is demonstrated, and thereafter criticized mainly from the perspectives of philosophical anthropology. Finally, an alternative configuration of meaning and identity formation in lifelong learning is proposed by utilizing a reformulated theory of interpretation made possible thanks to recent metamorphosis inside the hermeneutical tradition itself.


Lifelong learning Globalization Hermeneutics Paul Ricoeur Interpretation Flexibility Reflexivity Narrative identity Meaning creation Horizontal and vertical thinking 


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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Amos Anderson Professor of Philosophy, Culture and Management, Faculty of Economics and Social SciencesÅbo Akademi UniversityÅboFinland

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