From School to Lifelong Learning

  • Terry Hyland
Part of the Lifelong Learning Book Series book series (LLLB, volume 17)


This chapter examines key policy developments in schools, further, higher and adult education in recent years, and seeks to show how failures and shortcomings in the system may be remedied through – alongside other measures advocated by educational commentators and researchers – the incorporation of the MBAE approach outlined in the previous chapter. In addition, the main ideas of the ‘therapeutic turn’ critique are addressed in each section as a way of answering the central critical arguments and further elaborating and justifying my own thesis about the need for a rejuvenation of the affection dimension of education at all levels


Lifelong Learning Deep Learning Adult Education Mindfulness Practice Emotional Labour 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Aldrich, R. (Ed.). (2002). A century of education. London: RoutledgeFalmer.Google Scholar
  2. Allen, M., & Ainley, P. (2007). Education make you fick, innit? What’s gone wrong in England’s schools, colleges and universities and how to start putting it right. London: Tuffnell.Google Scholar
  3. Arguelles, A., & Gonczi, A. (Eds.). (2000). Competency based education and training: A world perspective. Mexico: Conalep/Noriega.Google Scholar
  4. Aspin, D. N. (Ed.). (2007). Philosophical perspectives on lifelong learning. Dordrecht: Springer.Google Scholar
  5. Avirim, A. (1992). The nature of university education reconsidered. Journal of Philosophy of Education, 26(2), 183–200.CrossRefGoogle Scholar
  6. Avis, J. (2007). Education, policy and social justice. London: Continuum.Google Scholar
  7. Avis, J., Fisher, R., & Simmons, R. (Eds.). (2009). Issues in post-compulsory education and training: Critical perspectives. Huddersfield: University of Huddersfield Press.Google Scholar
  8. Baker, K. (1989). Further education – A new strategy. Address to the Association of Colleges in Further & Higher Education Conference.Google Scholar
  9. Baker, D. P., & Wiseman, A. W. (2005). Global trends in educational policy (Vol. 6). London: Elsevier.Google Scholar
  10. Ball, S. J. (2001). Labour, learning and the economy: A policy sociology perspective. In M. Fielding (Ed.), Taking education really seriously (pp. 57–70). London: RoutledgeFalmer.Google Scholar
  11. Barnett, R. (1990). The idea of higher education. Buckingham: Open University Press.Google Scholar
  12. Barnett, R. (2007). A will to learn: Being a student in an age of uncertainty. Maidenhead: Open University Press.Google Scholar
  13. Barnett, R., & Standish, P. (2003). Higher education and the university. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 215–233). Oxford: Blackwell.Google Scholar
  14. Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorn: Australian Council for Educational Research.Google Scholar
  15. Bloomer, M., & Hodkinson, P. (1997). Moving into FE – The voice of the learner. London: Further Education Development Agency.Google Scholar
  16. Bold, C., & Hutton, P. (2004). Supporting students’ critical reflection-on-action. In A. Lingard., & L. Norton. (Eds.) (2007), op.cit. (pp.21–30).Google Scholar
  17. Bristow, J. (2005). An impoverished education for all. In D. Hayes (Ed.), Key debates in education (pp. 127–131). London: RoutledgeFalmer.Google Scholar
  18. Bryan, J. (2005). FE cannot save the economy. In D. Hayes (Ed.), Key debates in education (pp. 143–146). London: RoutledgeFalmer.Google Scholar
  19. Burnett, R. (2009). Mindfulness in schools: Learning lessons from the adults – Secular and Buddhist. ( Mimeo.
  20. Campbell, A., & Norton, L. (Eds.). (2004). Learning, teaching and assessing in higher education. Exeter: Learning Matters Ltd.Google Scholar
  21. Cattley, C., & Lavelle, J. (2009). Mindfulness for schools: A training course for teachers and teenagers. Oxon: Goodwill Art Service.Google Scholar
  22. Cigman, R. (2008). Enhancing children. Journal of Philosophy of Education, 42(3/4), 539–557.CrossRefGoogle Scholar
  23. Crane, R. (2009). Mindfulness-based cognitive therapy. London: Routledge.Google Scholar
  24. Cripps, S. (2002). Further education, government’s discourse: Policy and practice. Aldershot: Ashgate.Google Scholar
  25. Dearing, S. R. (1997). Higher education in the learning society. London: Department for Education and Employment.Google Scholar
  26. Dennett, D. C. (2006). Breaking the spell: Religion as a natural phenomenon. London: Penguin.Google Scholar
  27. DFEE. (1998). The learning age: A renaissance for a new Britain. London: Department for Education and Employment.Google Scholar
  28. DFES. (2005). Excellence and learning: Social and emotional aspects of learning. London: Department for Education and Skills.Google Scholar
  29. Doidge, N. (2007). The brain that changes itself. London: Penguin.Google Scholar
  30. Ecclestone, K., & Hayes, D. (2009). The dangerous rise of therapeutic education. London: Routledge.Google Scholar
  31. Elliott, R. K. (1974). Education, love of one’s subject and the love of truth. Proceedings of the Philosophy of Education Society of Great Britain, VIII(1), 135–153.Google Scholar
  32. Elliott, A. (2007). State schools since the 1950s. Stoke: Trentham Books.Google Scholar
  33. Entwistle, N. (1998). Improving teaching through research on student learning. In J. F. Forest (Ed.), University teaching: International perspectives (pp. 73–112). New York: Garland Publishing.Google Scholar
  34. Faure, E., et al. (1972). Learning to be: The world of education today and tomorrow. Paris: UNESCO.Google Scholar
  35. Fielding, M. (Ed.). (2001). Taking education really seriously. London: RoutledgeFalmer.Google Scholar
  36. Foster, A. (2005). Realising the potential – A review of the role of further education colleges. London: Department for Education & Skills.Google Scholar
  37. Gibbs, G. (1992). Improving student learning project. Oxford: Oxford Centre for Staff Development.Google Scholar
  38. Goleman, D. (1996). Emotional intelligence. London: Bloomsbury.Google Scholar
  39. Government Office for Science. (2008). Mental capital and wellbeing: Executive summary. London: Government Office for Science.Google Scholar
  40. Grayling, A. C. (2010). Thinking of answers: Questions in the philosophy of everyday life. London: Bloomsbury.Google Scholar
  41. Green, A., & Lucas, N. (Eds.). (1999). FE and lifelong learning: Realigning the sector for the twenty-first century. London: Institute of Education.Google Scholar
  42. Haggis, T. (2003). Constructing images of ourselves? A critical investigation into approaches to learning in higher education. British Educational Research Journal, 29(1), 89–104.CrossRefGoogle Scholar
  43. Hanh, T. N. (2001). Please call me by my true names: The collected poems of Thich Nhat Hanh. Berkeley: Parallax Press.Google Scholar
  44. Hanson, R. (2009). Buddha’s brain. Oakland: Harbinger Publications Inc.Google Scholar
  45. Harris, S. (2006). The end of faith. London: The Free Press.Google Scholar
  46. Harris, S. (2010). The moral landscape: How science can determine human values. New York: Free Press.Google Scholar
  47. Hayden, M., Thompson, J., & Levy, J. (Eds.). (2007). The Sage handbook of research on international education. London: Sage.Google Scholar
  48. Hillage, J., Uden, T., Aldridge, F., & Eccles, J. (2000). Adult learning in England. Brighton: Institute for Employment Studies.Google Scholar
  49. Hounsell, D. (1985). Learning and essay-writing. Higher Education Research and Development, 3(1), 13–31.Google Scholar
  50. Hudson, A. (2005). Educating the people. In D. Hayes (Ed.), Key debates in education (pp. 18–22). London: RoutledgeFalmer.Google Scholar
  51. Hyland, T. (1999). Vocational studies, lifelong learning and social values. Aldershot: Ashgate.Google Scholar
  52. Hyland, T. (2008). Reductionist trends in education and training for work: Skills, competences and work-based learning. In P. Gonon, K. Kraus, S. Stolz, & J. Oelkers (Eds.), Work, education and employability (pp. 129–146). Bern: Peter Lang.Google Scholar
  53. Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: Integrating the cognitive and affective aspects of learning. International Journal of Lifelong Education, 29(5), 517–532.CrossRefGoogle Scholar
  54. Hyland, T., & Merrill, B. (2003). The changing face of further education. London: RoutledgeFalmer.CrossRefGoogle Scholar
  55. ILO. (2010). Global employment trends for youth. Geneva: International Labour Organization.Google Scholar
  56. Jarvis, P. (2000). The corporate university. In J. Field & M. Leicester (Eds.), Lifelong learning: Education across the lifespan (pp. 43–55). London: Routledge-Falmer.Google Scholar
  57. Jones, K. (2003). Education in Britain: 1944 to the present. London: Polity.Google Scholar
  58. Kabat-Zinn, J. (1990). Full catastrophe living. London: Piatkus.Google Scholar
  59. Langer, E. (1989). Mindfulness. New York: Addison Wesley Publishing Co.Google Scholar
  60. Langer, E. (2005). On becoming an artist: Reinventing yourself through mindful creativity. New York: Ballantine Books.Google Scholar
  61. Lea, J., Hayes, D., Armitage, A., Lomas, L., & Markless, S. (2003). Working in post-compulsory education. Maidenhead: Open University Press.Google Scholar
  62. Lingard, B., & Ozga, J. (Eds.). (2007). The RoutledgeFalmer reader in education policy and politics. London: RoutledgeFalmer.Google Scholar
  63. Marples, R. (2010). What is education for? In R. Bailey (Ed.), The philosophy of education: An introduction (pp. 435–446). London: Continuum.Google Scholar
  64. Mental Health Foundation. (2005). Childhood and adolescent mental health: Understanding the lifetime impacts. London: Mental Health Foundation.Google Scholar
  65. Mortiboys, A. (2005). Teaching and emotional intelligence. London: Routledge.Google Scholar
  66. O’Hear, A. (1984). Experience, explanation and faith. London: Routledge & Kegan Paul.Google Scholar
  67. Olin, R. (2009). Silent pedagogy and rethinking classroom practice: Structuring teaching through silence rather than talk. In J. Avis, R. Fisher, & R. Simmons (Eds.), Issues in post-compulsory education and training: Critical perspectives (pp. 47–68). Huddersfield: University of Huddersfield Press.Google Scholar
  68. Owens, T. (2004). Problem-based learning in higher education. In A. Campbell & L. Norton (Eds.), Learning, teaching and assessing in higher education (pp. 31–43). Exeter: Learning Matters Ltd.Google Scholar
  69. Parry-Langdon, N. (Ed.). (2007). Three years on – Survey of the development and emotional well-being of children and young people. Newport: Office for National Statistics.Google Scholar
  70. Pinker, S. (1997). How the mind works. London: Penguin.Google Scholar
  71. Prosser, M., & Millar, R. (1989). The ‘how’ and ‘why’ of learning physics. European Journal of Psychology of Education, 4(3), 513–528.CrossRefGoogle Scholar
  72. Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.CrossRefGoogle Scholar
  73. Ramsden, P., Beswick, D., & Bowden, J. A. (1986). Effects of learning skills intervention on first-year university students’ learning. Human Learning, 5(2), 151–154.Google Scholar
  74. Rawls, J. (1972). A theory of justice. Oxford: Oxford University Press.Google Scholar
  75. Rees, G., Gorard, S., Fevre, R., & Furlong, J. (2000). Participating in the learning society: History, place and biography. In F. Coffield (Ed.), Differing visions of the learning society (pp. 167–185). Bristol: The Policy Press.Google Scholar
  76. Rossin, D., & Hyland, T. (2003). Group work-based learning in higher education. Mentoring & Tutoring, 11(2), 153–161.CrossRefGoogle Scholar
  77. Rowland, S. (2006). The enquiring university: Compliance and contestation in higher education. Maidenhead: Open University Press.Google Scholar
  78. Schoeberlein, D., & Sheth, S. (2009). Mindful teaching and teaching mindfulness. Boston: Wisdom Publications.Google Scholar
  79. Siegel, D. J. (2007). The mindful brain. New York: W.W. Norton & Co.Google Scholar
  80. Sommerlad, E., Duke, C., & McDonald, R. (1998). Universities and TAFE: Collaboration in the emerging world of universal higher education. Accessed February 17, 2011.
  81. Suissa, J. (2008). Lessons from a new science? On teaching happiness in schools. Journal of Philosophy of Education, 42(3/4), 575–590.CrossRefGoogle Scholar
  82. Thompson, J. (2007). Changing ideas and beliefs in lifelong learning? In D. Aspin (Ed.), Philosophical perspectives on lifelong learning (pp. 293–309). Dordrecht: Springer.CrossRefGoogle Scholar
  83. Trusted, J. (1987). Moral principles and social values. London: Routledge & Kegan Paul.Google Scholar
  84. UCET. (2010). The Cambridge primary education review and initial teacher education. London: University Council for the Education of Teachers.Google Scholar
  85. Warwick, I., Maxwell, C., Statham, J., Aggleton, P., & Simon, A. (2008). Supporting mental health and emotional well-being among younger students in further education. Journal of Further and Higher Education, 32(1), 1–13.CrossRefGoogle Scholar
  86. Weare, K. (2004). Developing the emotionally literate school. London: Paul Chapman.Google Scholar
  87. White, J. (2010). The coalition and the curriculum. Forum, 12(3), 299–309.CrossRefGoogle Scholar
  88. Williams, M., Teasdale, J., Segal, Z., & Kabat-Zinn, J. (2007). The mindful way through depression. London: The Guilford Press.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of Arts, Media and EducationUniversity of BoltonBoltonUK

Personalised recommendations