Recovering Informal Learning

Wisdom, Judgement and Community

  • Paul Hager
  • John Halliday

Part of the Lifelong Learning Book Series book series (LLLB, volume 7)

Table of contents

  1. Front Matter
    Pages i-xxvi
  2. Pages 67-85
  3. Pages 109-157
  4. Pages 179-202
  5. Pages 203-216
  6. Pages 217-232
  7. Pages 233-249
  8. Back Matter
    Pages 251-277

About this book


For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges.


cluster education inclusion informal learning, philosophy of education, judgement, lifel lifelong learning vocational education workplace learning

Authors and affiliations

  • Paul Hager
    • 1
  • John Halliday
    • 2
  1. 1.University of TechnologySydneyAustralia
  2. 2.University of StrathclydeGlasgowUK

Bibliographic information