Abstract
In the thinking and activities of those working in educating institutions these days, there is always so much to do connected with the realities of the financing, staffing, delivering and evaluating educational programmes that there seems little time to concentrate on anything else. It is not surprising therefore to find that questions of a more profound kind are generally put to one side, either to await those rare opportunities when there will be an opportunity for more serious reflection or to consign such matters to the advice of ‘experts’ or ‘theorists’ whose time can be given over to such matters, separate and aside from the ‘real’ problems. This is particularly so with philosophical questions. In this chapter, we hope to show that attention to the philosophical questions that are part and parcel of thinking about lifelong learning is not only a crucial and indispensable element of the framework within which lifelong learning programmes and activities are conceived and articulated, but also that the conclusions that are reached as a result of philosophical enquiries have practical implications for developing programmes, curricula and activities of a lifelong learning character.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aspin, D. N. (1996a). Logical empiricism and post-empiricism. In P. Higgs (Ed.), Meta-theories in philosophy of education. London/Cape Town: Butterworth. Chapter Two.
Aspin, D. N. (Ed.). (1996b). Logical empiricism and post-empiricism in philosophy of education. London/Cape Town/Sydney: Heinemann.
Aspin, D. N., & Chapman, J. D. with Wilkinson, V. R. (1994). Quality schooling: A pragmatic approach to some current problems, topics and issues. London: Cassell.
Atkinson, R. F. (1965). Instruction and indoctrination. In R. D. Archambault (Ed.), Philosophical analysis and education. London: Routledge & Kegan Paul.
Austin, J. L. (1962). How to do things with words (Rev. ed). Oxford: Clarendon Press.
Ayer, A. J. (1936). Language truth and logic. London: Hutchinson.
Bagnall, R. G. (1990, March). Lifelong education: The institutionalisation of an illiberal and regressive ideology? Educational Philosophy and Theory, 22, 1–7.
Bailey, C. (1984). Beyond the present and the particular: A theory of liberal education. London: Routledge & Kegan Paul.
Bailey, C. (1988). Lifelong education and liberal education. Journal of Philosophy of Education, 22(1), 121–126.
Barnett, R. (1998). ‘In’ or ‘for’ the learning society. Higher Education Quarterly, 52(1), 7–21.
Belanger, P., & Gelpi, E. (Eds.). (1995). Lifelong education. Dordrecht: Kluwer.
Bernstein, R. J. (1983). Beyond objectivism and relativism: Science, hermeneutics and praxis. Oxford: Basil Blackwell.
Beycioglu, K., & ve Konan, N. (2008). Lifelong learning and education policies of the European union. Electronic Journal of Social Sciences, 7(24), 369–382.
Brookfield, S. (1986). Understanding and facilitating adult education. Milton Keynes: Open University Press.
Chapman, J. D., & Aspin, D. N. (1995a). Securing the future. Paris: OECD.
Chapman, J. D., & Aspin, D. N. (1995b). Learning: Realizing a lifelong approach for all: A review of OECD work 1990–95. Paris: OECD.
Chapman, J. D., & Aspin, D. N. (1997). The School the Community and Lifelong Learning London: Cassell.
Chapman, J. D., Cartwright, P., & McGilp, E. J. (Eds.). (2006). Lifelong learning: Participation and equity. Dordrecht: Springer.
Coffield, F., & Williamson, W. (Eds.). (1997). Repositioning higher education. Buckingham/Bristol: Society for Research into Higher Education and Open University Press.
Collins, M. (1991). Adult education vocation. London: Routledge.
Commission on Non-Traditional Study. (1973). Diversity by design. San Francisco: Jossey-Bass.
Cropley, A. J. (Ed.). (1979). Lifelong education: A stocktaking. Hamburg: VIE Monograph No. 8.
Cropley, A. J., & Knapper, C. K. (1983). Higher education and the promotion of lifelong learning. Studies in Higher Education, 8(1), 15–21.
Cupitt, D. (1985). The sea of faith. London: BBC Publishing Company.
Dave, R. H. (1975). Reflections on lifelong education and the school. Hamburg: UIE Monograph.
Daveney, T. F. (1973). Education – A moral concept. In G. Langford & D. J. O’Connor (Eds.), New essays in philosophy of education. London: Routledge & Kegan Paul.
Davis, E., Wood, J. M., & Smith, B. W. (1986). Recurrent education: A revived agenda. Sydney: Croom Helm.
Delors, J. (Ed.). (1996). Learning: The treasure within. Paris: UNESCO.
Department for Education and Employment (DfEE). (1998). The learning age: Renaissance for a New Britain. London: HMSO.
Dewey, J. (1966). Democracy and education. New York: Free Press.
European Parliament – Commission of the European Communities. (1995). Amended proposal for a European parliament and council decision establishing a European year of lifelong learning. Brussels: European Parliament.
Evans, N. (1985). Post-education society: Recognising adults as learners. London: Croom Helm.
Evans, K. (1994). Change and prospects in education for young adults. Comparative Education, 30(1), 39–47.
Evers, C. W., & Lakomski, G. (1991). Knowing educational administration. Oxford: Pergamon.
Evers, C. W., & Walker, J. C. (1983). Knowledge, partitioned sets and extensionality. Journal of Philosophy of Education, 17(2), 55–70.
Fauré, E., et al. (1972). Learning to be: The world of learning today and tomorrow. Paris: UNESCO.
Foot, P. (1958, October). Moral arguments. Mind LXVII, 502.
Freire, P. (2006). Pedagogy of the oppressed (30th Anniversary ed.). New York: Continuum.
Gallie, W. B. (1956). Essentially contested concepts. Proceedings of the Aristotelian Society, LVI, 167–198.
Gallie, W. B. (1964). Philosophy and the historical understanding. London: Chatto & Windus.
Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gelpi, E. (1984). Lifelong education: Opportunities and obstacles. International Journal of Lifelong Education, 3(2), 79–87.
Gelpi, R. E. (1985). Lifelong education and international relations. In K. Wain (Ed.), Lifelong education and participation. Msida: Malta University Press.
Hare, R. M. (1952). The language of morals. London: Oxford University Press.
Harris, C. K. (1979). Education and knowledge. London: Routledge & Kegan Paul.
Hartnett, A., & Naish, M. (Eds.). (1976). Theory and the practice of education (2 Vols.). London: Heinemann.
Hickman, L. A. (2008). Evolutionary naturalism, logic, and life-long learning: Three keys to Dewey’s philosophy of education. In J. Garrison (Ed.), Reconstructing democracy, recontextualizing Dewey: pragmatism and interactive constructivism in the twenty-first century (pp. 119–135). Albany: SUNY Press. Ch 5.
Hirst, P. H. (1965). Liberal education and the nature of knowledge. In R. D. Archambault (Ed.), Philosophical analysis and education. London: Routledge & Kegan Paul.
Hyland, T. (1999, July). Changing conceptions of lifelong education: Review article of Lawson (1998) [vid.inf.]. Journal of Philosophy of Education, 33(2), 309–315.
IJLE. (1998). Editorial. International Journal of Lifelong Education, 17(2), 69.
Ireland, T. D. (1978). Gelpi’s view of lifelong education. Manchester: Manchester University Press.
Kallen, D. (1979). Recurrent education and lifelong education: Definitions and distinctions. In T. Schuller & J. Megary (Eds.), World yearbook of education 1979: Recurrent education and lifelong education. London: Kogan Page.
Kant, I. (1964). The metaphysical principles of virtue (J. Ellington, Trans.). Indianapolis: Bobbs-Merrill Library of Liberal Arts.
Kennedy, H. (1997). Education works: Widening participation in further education. Coventry: Further Education Funding Council.
Knowles, M. S., & Associates. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass.
Knox, A. B. (1977). Adult development and education. San Francisco: Jossey-Bass.
Kuhn, T. S. (1973). The structure of scientific revolutions. Chicago: Chicago University Press.
Kulich, J. (1982). Lifelong education and the universities: A Canadian perspective. International Journal of Lifelong Education, 1(2), 123–142.
Lakatos, I. (1976). Falsification and the methodology of scientific research programs. In I. Lakatos & A. W. Musgrave (Eds.), Criticism and the growth of knowledge. Cambridge: Cambridge University Press.
Lakatos, I. (1978). The methodology of scientific research programmes. Cambridge: Cambridge University Press.
Langford, G. (1973). The concept of education. In D. J. O’Connor & G. Langford (Eds.), New essays in philosophy of education. London: Routledge & Kegan Paul.
Lawson, K. H. (1979). Philosophical concepts and values in adult education. Milton Keynes: Open University Press.
Lawson, K. H. (1998). Philosophical issues in the education of adults. Nottingham: University of Nottingham, Continuing Education Press.
Lengrand, P. (1975). An introduction to lifelong education. London: Croom Helm.
Lengrand, P. (1979). Prospects of lifelong education. In A. J Cropley (Ed.), Lifelong education: A stocktaking. Hamburg: VIE Monograph No. 8.
Long, H. B. (1983). Adult and continuing education: Responding to change. New York: Teachers College Press.
Lycan, W. G. (1988). Judgement and justification. Cambridge: Cambridge University Press.
Neurath, O. (1932). Protokollsätze. Erkenntnis, 3, 204–214.
O’Connor, D. J. (1963). Discussion: Philosophy of education (Review of Robert S Ulich [1961] Philosophy of Education (New York: American Book Co) Harvard Educational Review (Vol. 33, pp. 219–220). Spring 1963).
OECD. (1991). Learning to think – Thinking to learn. Paris: OECD.
OECD. (1993). An introduction to education: Re-defining the curriculum in a life-long perspective (OECD/CERI Study (A5)). Paris: OECD.
OECD. (1994a). Jobs study: Facts, analysis, strategies. Paris: OECD.
OECD. (1996). Making lifelong learning a reality for all. Paris: OECD.
Paterson, R. W. K. (1979). Values, education and the adult. London: Routledge & Kegan Paul.
Paterson, R. W. K. (1984). Objectivity as an educational imperative. International Journal of Lifelong Education, 3(1), 17–29.
Peña-Borrero, M. (1984). Lifelong educational and social change. International Journal of Lifelong Education, 3(1), 1–15.
Peters, R. S. (1965) Education as initiation. Inaugural Lecture in the University of London 1963 (Repr. in Authority, responsibility and education. London: Allen & Unwin, revised edition, 1973) also In R. D Archambault (Ed.), Philosophical analysis and education. London: Routledge & Kegan Paul.
Peters, R. S. (1966). Ethics and education. London: George Allen & Unwin.
Popper, K. R. (1943). The open society and its enemies, Vol I, Plato, Vol II: Hegel and Marx. London: Routledge & Kegan Paul.
Popper, K. R. (1949). The logic of scientific discovery. London: Hutchinson.
Popper, K. R. (1960). The poverty of historicism (2nd ed.). London: Routledge & Kegan Paul.
Popper, K. R. (1972). Objective knowledge. Oxford: Clarendon.
Quine, W. V. (1951). Two dogmas of empiricism. Philosophical Review, 60, 20–43.
Quine, W. V. (1953). From a logical point of view. Cambridge: Harvard University Press.
Quine, W. V. (1974). The roots of reference. La Salle: Open Court.
Quine, W. V., & Ullian, J. S. (1970). The web of belief. New York: Random House.
Ranson, P. R. S. (1994). Towards the learning society. London: Cassell.
Richmond, R. K. (1979). The concept of continuous education. In A. J Cropley (Ed.), Lifelong education: A stocktaking. Hamburg: VIE Monograph No. 8.
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton: Princeton University Press.
Ryle, G. (1949). The concept of mind. London: Hutchinson.
Smith, R. M. (1983). Learning how to learn: Applied theory for adults. Milton Keynes: Open University Press.
Smith, R. M. (1990). Learning how to learn across the life span. San Francisco: Jossey Bass.
Smith, R. (1997). The education of autonomous citizens. In D. Bridges (Ed.), Education, autonomy and democratic citizenship. London: Routledge.
Stock, A. K. (1979). Developing lifelong education: Developing post-school perspectives. In A. J Cropley (Ed.), Lifelong education: A stocktaking. Hamburg: VIE Monograph No. 8.
Stock, A. (1993). Lifelong education: Thirty years of educational change. Nottingham: Association for Lifelong Education.
Strawson, P. F. (1959). Individuals: An essay in descriptive metaphysics. London: Methuen.
Suchodolski, B. (1979) Lifelong education at the cross-roads. In A. J. Cropley (Ed.), Lifelong education: A stocktaking. Hamburg: VIE Monograph No. 8.
The Nordic Council of Ministers. (1995). Golden riches in the grass – Lifelong learning for all. Copenhagen: Nordic Council of Ministers.
Titmus, C. J. (Ed.). (1989). Lifelong education for adults: An international handbook. Oxford: Pergamon.
Trigg, R. (1973). Reason and commitment. Cambridge: Cambridge University Press.
Tuschling, A., & Engeman, C. (2006). From education to lifelong learning: The emerging regime of learning in the European union. Educational Philosophy and Theory, 38(4), 451–469.
UNESCO. (1996). Learning: The treasure within. Paris: UNESCO.
Wain, K. (1984). Lifelong education: A Deweyan challenge. Journal of Philosophy of Education, 18(2), 257–263.
Wain, K. (1985a). Lifelong education and philosophy of education. International Journal of Lifelong Education, 4(2), 107–117.
Wain, K. (1985b). Lifelong education and participation. Malta: University of Malta Press.
Wain, K. (1987). Philosophy of lifelong education. London: Croom Helm.
Wain, K. (1993a). Lifelong education: Illiberal and repressive? Educational Philosophy and Theory, 25(1), 58–70.
Wain, K. (1993b). Lifelong education and adult education – The state of the theory. International Journal of Lifelong Education, 12(2), 85–95.
Wain, K. (2004). The learning society in a post modern world. New York: Peter Lang.
Warnock, G. J. (1967). Contemporary moral philosophy (p. 52 ff). London: Macmillan.
Warnock, M. (1979). Schools of thought. London: Faber & Faber.
Wedermeyer, C. A. (1981). Education at the back door: Reflections on non-traditional education in the lifespan. Madison: University of Wisconsin Press.
White, J. P. (1982). The aims of education re-stated. London: Routledge & Kegan Paul.
Wittgenstein, L. (1953). Philosophical investigations (G. E. M. Anscombe, Trans.). Oxford: Basil Blackwell.
Wittgenstein, L. (1958). Preliminary studies for the philosophical investigations (also known as The blue and brown books). Oxford: Basil Blackwell.
Young, M. F. D. (1971). Knowledge and control. London: Routledge & Kegan Paul.
Za’rour, G. I. (1984). Continuing education: A challenge and a commitment. International Journal of Lifelong Education, 3(1), 31–39.
Acknowledgements
This is a revised and updated version of the chapter ‘Towards a Philosophy of Lifelong Learning’ published in the first edition of The International Handbook of Lifelong Learning. It also draws on the book by Chapman, J.D. and Aspin, D.N., The School, the Community and Lifelong Learning (1997) Cassell, London. Readers are encouraged to consult that publication for a more extensive discussion of issues raised in this chapter.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Aspin, D.N., Chapman, J.D. (2012). Towards a Philosophy of Lifelong Learning. In: Aspin, D., Chapman, J., Evans, K., Bagnall, R. (eds) Second International Handbook of Lifelong Learning. Springer International Handbooks of Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2360-3_1
Download citation
DOI: https://doi.org/10.1007/978-94-007-2360-3_1
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-2359-7
Online ISBN: 978-94-007-2360-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)