From Education to Lifelong Learning

The emerging regime of learning in the European Union

Datos Bibliográficos

ID8858729
AutoresAnna Tuschling (University of Basel, autor de correspondencia), Christoph Engemann (b Graduate School of Social Sciences University of Bremen)
Año2006
Volumen38
Número4
Páginas451-469
Fecha de publicación2006-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Philosophy and Theory (JOURNAL)
Identificadores de la revistaISSN: 0013-1857 • E-ISSN: 1469-5812
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1111/j.1469-5812.2006.00204.x
OpenAlexW2085304311
IdiomaEN
Citas recibidas27
Referencias citadas16

This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning events, while at the same time attempting to change the individuals into self‐organizing learners. We show that lifelong learning has a crucial role within the strategies of subjectivation, since its mandate is to provide individuals with the necessary skill‐sets. Finally the methodological prerequisites of the administration of Lifelong Learning are investigated, showing the corresponding developments in the European Union and their contribution to generating a European population

Adult education · Economics · European union · Governmentality · Lifelong learning · Mandate · Pedagogy · Political science · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Higher Education Learning Practices · Law