A comprehensive theory of lifelong learning needs a comprehensive understanding of learning itself. The understanding of learning discussed in the current body of literature has at least two epistemic limitations: (a) learning limited to the psychological foundations and the neglect of the social foundations of learning; and (b) learning limited to the system perspective and the neglect of lifeworld perspective of learning. Drawing on the key contributions made by Jürgen Habermas this chapter develops a comprehensive theory of lifelong learning for addressing those limitations. The key components of the comprehensive theory are elaborated; and an illustrative case is presented to demonstrate how the theory may be applied to understand the importance of communicative rationality for establishing a functioning deliberative democracy.
- Jürgen Habermas
- Theory of learning
- Communicative actions
- Intersubjective learning
- Lifelong learning
- Crisis in learning
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Regmi, K.D. (2023). Learning Potential of the Lifeworld: A Comprehensive Theory 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/10.1007/978-3-031-19592-1_9
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