Richard G Bagnall
Biographic Data
| ID | 296626 |
|---|---|
| NAME | Richard G Bagnall |
| GIVEN NAMES | Richard G |
| FAMILY NAME | Bagnall |
| SIGNATURE | BAGNALL R G |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0003-3245-5539 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 87 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 5 |
Ethical practice in adult lifelong learning
It is argued here that ethical practice and being in adult lifelong learning are best understood as a feature of competing adult lifelong learning epistemologies informing practice and engagement in the field at all levels. The conceptions of ethics immanent to the epistemologies are not directly identifiable with any of the normative theories of modernist ethics, although they are tangentially informed by the critique generated in and between th…
A Criterial Framework for Concept Evaluation in Social Practice and Scholarship
This article responds to the argued lack of clearly articulated, consistent, and agreed criteria that might be used by researchers for determining the adequacy of a given concept for a given task. It does so by describing the development of a framework of such criteria, presenting that framework, and illustratively applying it to the evaluation of the concept of warm-up in psychodrama. The framework comprises eight criteria in three categories: t…
A critique of Peter Jarvis’s conceptualisation of the lifelong learner in the contemporary cultural context
This paper examines Peter Jarvis’s conceptualisation of lifelong learners, who are seen as being the individual products of their learning engagements, constrained by their individual biological potentials. They are presented as seeking existentially authentic resolution to dialectically oppositional disjunctures between their individual biographies and their lived experience, in and of the prevailing socio-cultural context. That context, though,…
The challenges of undergraduate online learning experienced by older workers in career transition
This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hyperme…
Nonformal education and civil society in Japan
Historically, nonformal education has played, and continues to play, a significant role in lifelong learning in most educational jurisdictions. Its educational intent, and the flexibility and responsiveness that it draws from its position on the margins of formal educational provision have ensured its prominence, not only in leading formal education change but also in addressing the contingent shortcomings and limitations of formal education. In …
A methodology for field-testing concepts through expert practitioner engagement
This paper presents a methodology for field-testing concepts through practitioner engagement. It was developed and trialled in a study involving the critique and reconceptualisation of the psychodramatic concept of warm-up. A critical review of the concept led to a reconceptualisation and description from which an explanatory document was drawn together as the lead statement for surveying psychodrama practitioners. The field-testing used online s…
A case study of an adult learner with ASD and ADHD in an undergraduate online learning environment
The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and expe…
A critical comparison of transformation and deep approach theories of learning
This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning that is profound in its nature and impact on the learner—hence the case for a critical comparison. The…
Education—an anatomy of the discipline. Rescuing the university project
This outstanding work focuses on what its author, John Furlong, terms the ‘discipline of education’: that field of scholarly inquiry and teaching the object of which is the education of (school) te
A beautiful metaphor
This article presents a critique of both transformative learning theory and critical comments on it to date. It argues that transformative learning theory remains substantively the same as its initial exposition, in spite of a raft of problematic contentions voiced against it. The theory is argued here to be conceptually problematic, except at the level of a conceptual metaphor, which latter renders its many inconsistencies inconsequential and wh…
The Engaged University
Citizenship and belonging as a moral imperative for lifelong learning
Citizenship and belonging was identified as one of the nine progressive themes of the National Institute of Adult Continuing Education (NIACE) inquiry into the future of lifelong learning in the United Kingdom. It was used to inform the inquiry’s recommendations on the desired form of that future. This paper articulates a critique of the report and recommendations of the inquiry from a citizenship and belonging perspective. Three different contem…
Lifelong learning as an idea for our times
Edited by PETER JARVIS (Routledge, London, 2008), 526 pp., £125.00 (hbk), ISBN‐10: 0‐4154‐1904‐2 That ‘lifelong learning’ is used as a label and a banner for a diversity of different concepts is an
Responses to an invitation to comment on the book
Lifelong learning and the limits of tolerance
Lifelong education or learning theory is presented by its apologists as a universal normative ethic. That ethic may be understood as an aretaic ethic, embracing a number of ethical values or informed commitments and a teleology of optimising universal human flourishing through learning. In an effort to examine possible barriers to the universality of that ethic, this paper explores its limits to the tolerance of difference. While those limits are…
The Contingent University
Lifelong learning and the limitations of economic determinism
The contemporary efflorescence of lifelong learning discourse in education and social planning is argued here to be, substantially, the product of economic determinism. That discourse is evaluated from the perspective of three progressive sentiments that have informed lifelong learning advocacy: the individual, the democratic and the adaptive. Each progressive sentiment is seen as expressing a central programmatic purpose for educational reform a…
Continuing education in postmodernity
This paper explores, analytically and speculatively, the implications of postmodernity for the selection and formulation of descriptive concepts in continuing education practice. Postmodernity is seen as being contemporary culture that is informed by: (1) a belief in and commitment to the interpretative nature of all perception, the contingency of all belief, and the ontological contingency of being; and (2) a profound scepticism towards all clai…
Performance indicators and outcomes as measures of educational quality
The current, pervasive concern with educational quality arises from a context of pressure for enhanced educational accountability. This pressure derives from the increasing popularity of economic rationalism, in which a premium is placed on efficiency and effectiveness. Educational accountability in terms of these properties requires that assessments of performance be based upon indicators of educational outcomes in terms of educational costs ‐‐ …
The intrinsic nature of educational goals
The intrinsic nature of educational goals: a reply to Lawson." International Journal of Lifelong Education, 10(3), pp. 237–238 Additional informationNotes on contributorsRichard G. Bagnall Richard G. Bagnall is a Senior Lecturer in Adult Education at the University of New England, Australia, where he is principally involved in the provision of formal courses for adult educators, and in the supervision of postgraduate research studies in the field…
Relativism, Objectivity, Liberal Adult Education and Multiculturalism
Education beyond macro‐level needs
The Intrinsic Nature of Educational Goals
(1990). The Intrinsic Nature of Educational Goals: A Critique. International Journal of Lifelong Education: Vol. 9, No. 1, pp. 31-48
Lifelong Education
(1990). Lifelong Education: The Institutionalisation of an Illiberal and Regressive Ideology? Educational Philosophy and Theory: Vol. 22, No. 1, pp. 1-7
To Participate Voluntarily in Adult Education
(1989). To Participate Voluntarily in Adult Education. Studies in the Education of Adults: Vol. 21, No. 1, pp. 41-56
Lifelong learning and the limitations of economic determinism
The contemporary efflorescence of lifelong learning discourse in education and social planning is argued here to be, substantially, the product of economic determinism. That discourse is evaluated from the perspective of three progressive sentiments that have informed lifelong learning advocacy: the individual, the democratic and the adaptive. Each progressive sentiment is seen as expressing a central programmatic purpose for educational reform a…
Lifelong Education
(1990). Lifelong Education: The Institutionalisation of an Illiberal and Regressive Ideology? Educational Philosophy and Theory: Vol. 22, No. 1, pp. 1-7
A beautiful metaphor
This article presents a critique of both transformative learning theory and critical comments on it to date. It argues that transformative learning theory remains substantively the same as its initial exposition, in spite of a raft of problematic contentions voiced against it. The theory is argued here to be conceptually problematic, except at the level of a conceptual metaphor, which latter renders its many inconsistencies inconsequential and wh…
Performance indicators and outcomes as measures of educational quality
The current, pervasive concern with educational quality arises from a context of pressure for enhanced educational accountability. This pressure derives from the increasing popularity of economic rationalism, in which a premium is placed on efficiency and effectiveness. Educational accountability in terms of these properties requires that assessments of performance be based upon indicators of educational outcomes in terms of educational costs ‐‐ …
Researching participation in adult education
(1989). Researching participation in adult education: A case of quantified distortion. International Journal of Lifelong Education: Vol. 8, No. 3, pp. 251-260
Citizenship and belonging as a moral imperative for lifelong learning
Citizenship and belonging was identified as one of the nine progressive themes of the National Institute of Adult Continuing Education (NIACE) inquiry into the future of lifelong learning in the United Kingdom. It was used to inform the inquiry’s recommendations on the desired form of that future. This paper articulates a critique of the report and recommendations of the inquiry from a citizenship and belonging perspective. Three different contem…
Lifelong learning as an idea for our times
Edited by PETER JARVIS (Routledge, London, 2008), 526 pp., £125.00 (hbk), ISBN‐10: 0‐4154‐1904‐2 That ‘lifelong learning’ is used as a label and a banner for a diversity of different concepts is an
A critical comparison of transformation and deep approach theories of learning
This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning that is profound in its nature and impact on the learner—hence the case for a critical comparison. The…
Lifelong learning and the limits of tolerance
Lifelong education or learning theory is presented by its apologists as a universal normative ethic. That ethic may be understood as an aretaic ethic, embracing a number of ethical values or informed commitments and a teleology of optimising universal human flourishing through learning. In an effort to examine possible barriers to the universality of that ethic, this paper explores its limits to the tolerance of difference. While those limits are…
Enhancing Self-Direction in Adult Education
Cultural, especially technological, change creates a need for individual adaptive change and hence for learning, throughout adulthood. This adult learning is popularly thought to be best achieved in self‐directed educational situations. However, it is argued in this paper that such a view overlooks a crucial dichotomy in the meaning of ‘self‐direction’: (1) as ‘self‐management’ (being self‐directing within one's field of constraints), and (2) as …
A critique of Peter Jarvis’s conceptualisation of the lifelong learner in the contemporary cultural context
This paper examines Peter Jarvis’s conceptualisation of lifelong learners, who are seen as being the individual products of their learning engagements, constrained by their individual biological potentials. They are presented as seeking existentially authentic resolution to dialectically oppositional disjunctures between their individual biographies and their lived experience, in and of the prevailing socio-cultural context. That context, though,…
The Contingent University
The challenges of undergraduate online learning experienced by older workers in career transition
This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hyperme…
Relativism, Objectivity, Liberal Adult Education and Multiculturalism
Education beyond macro‐level needs
The Intrinsic Nature of Educational Goals
(1990). The Intrinsic Nature of Educational Goals: A Critique. International Journal of Lifelong Education: Vol. 9, No. 1, pp. 31-48
To Participate Voluntarily in Adult Education
(1989). To Participate Voluntarily in Adult Education. Studies in the Education of Adults: Vol. 21, No. 1, pp. 41-56
Enhancing Self-Direction in Adult Education
Cultural, especially technological, change creates a need for individual adaptive change and hence for learning, throughout adulthood. This adult learning is popularly thought to be best achieved in self‐directed educational situations. However, it is argued in this paper that such a view overlooks a crucial dichotomy in the meaning of ‘self‐direction’: (1) as ‘self‐management’ (being self‐directing within one's field of constraints), and (2) as …
To Participate Voluntarily in Adult Education
(1989). To Participate Voluntarily in Adult Education. Studies in the Education of Adults: Vol. 21, No. 1, pp. 41-56
Researching participation in adult education
(1989). Researching participation in adult education: A case of quantified distortion. International Journal of Lifelong Education: Vol. 8, No. 3, pp. 251-260
Education beyond macro‐level needs
The Intrinsic Nature of Educational Goals
(1990). The Intrinsic Nature of Educational Goals: A Critique. International Journal of Lifelong Education: Vol. 9, No. 1, pp. 31-48
Lifelong Education
(1990). Lifelong Education: The Institutionalisation of an Illiberal and Regressive Ideology? Educational Philosophy and Theory: Vol. 22, No. 1, pp. 1-7
The intrinsic nature of educational goals
The intrinsic nature of educational goals: a reply to Lawson." International Journal of Lifelong Education, 10(3), pp. 237–238 Additional informationNotes on contributorsRichard G. Bagnall Richard G. Bagnall is a Senior Lecturer in Adult Education at the University of New England, Australia, where he is principally involved in the provision of formal courses for adult educators, and in the supervision of postgraduate research studies in the field…
Relativism, Objectivity, Liberal Adult Education and Multiculturalism
Continuing education in postmodernity
This paper explores, analytically and speculatively, the implications of postmodernity for the selection and formulation of descriptive concepts in continuing education practice. Postmodernity is seen as being contemporary culture that is informed by: (1) a belief in and commitment to the interpretative nature of all perception, the contingency of all belief, and the ontological contingency of being; and (2) a profound scepticism towards all clai…
Performance indicators and outcomes as measures of educational quality
The current, pervasive concern with educational quality arises from a context of pressure for enhanced educational accountability. This pressure derives from the increasing popularity of economic rationalism, in which a premium is placed on efficiency and effectiveness. Educational accountability in terms of these properties requires that assessments of performance be based upon indicators of educational outcomes in terms of educational costs ‐‐ …
Lifelong learning and the limitations of economic determinism
The contemporary efflorescence of lifelong learning discourse in education and social planning is argued here to be, substantially, the product of economic determinism. That discourse is evaluated from the perspective of three progressive sentiments that have informed lifelong learning advocacy: the individual, the democratic and the adaptive. Each progressive sentiment is seen as expressing a central programmatic purpose for educational reform a…
The Contingent University
Lifelong learning and the limits of tolerance
Lifelong education or learning theory is presented by its apologists as a universal normative ethic. That ethic may be understood as an aretaic ethic, embracing a number of ethical values or informed commitments and a teleology of optimising universal human flourishing through learning. In an effort to examine possible barriers to the universality of that ethic, this paper explores its limits to the tolerance of difference. While those limits are…
Responses to an invitation to comment on the book
Lifelong learning as an idea for our times
Edited by PETER JARVIS (Routledge, London, 2008), 526 pp., £125.00 (hbk), ISBN‐10: 0‐4154‐1904‐2 That ‘lifelong learning’ is used as a label and a banner for a diversity of different concepts is an
Citizenship and belonging as a moral imperative for lifelong learning
Citizenship and belonging was identified as one of the nine progressive themes of the National Institute of Adult Continuing Education (NIACE) inquiry into the future of lifelong learning in the United Kingdom. It was used to inform the inquiry’s recommendations on the desired form of that future. This paper articulates a critique of the report and recommendations of the inquiry from a citizenship and belonging perspective. Three different contem…
A beautiful metaphor
This article presents a critique of both transformative learning theory and critical comments on it to date. It argues that transformative learning theory remains substantively the same as its initial exposition, in spite of a raft of problematic contentions voiced against it. The theory is argued here to be conceptually problematic, except at the level of a conceptual metaphor, which latter renders its many inconsistencies inconsequential and wh…
The Engaged University
Education—an anatomy of the discipline. Rescuing the university project
This outstanding work focuses on what its author, John Furlong, terms the ‘discipline of education’: that field of scholarly inquiry and teaching the object of which is the education of (school) te
A case study of an adult learner with ASD and ADHD in an undergraduate online learning environment
The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and expe…
A critical comparison of transformation and deep approach theories of learning
This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning that is profound in its nature and impact on the learner—hence the case for a critical comparison. The…
A methodology for field-testing concepts through expert practitioner engagement
This paper presents a methodology for field-testing concepts through practitioner engagement. It was developed and trialled in a study involving the critique and reconceptualisation of the psychodramatic concept of warm-up. A critical review of the concept led to a reconceptualisation and description from which an explanatory document was drawn together as the lead statement for surveying psychodrama practitioners. The field-testing used online s…
A critique of Peter Jarvis’s conceptualisation of the lifelong learner in the contemporary cultural context
This paper examines Peter Jarvis’s conceptualisation of lifelong learners, who are seen as being the individual products of their learning engagements, constrained by their individual biological potentials. They are presented as seeking existentially authentic resolution to dialectically oppositional disjunctures between their individual biographies and their lived experience, in and of the prevailing socio-cultural context. That context, though,…
The challenges of undergraduate online learning experienced by older workers in career transition
This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hyperme…
Nonformal education and civil society in Japan
Historically, nonformal education has played, and continues to play, a significant role in lifelong learning in most educational jurisdictions. Its educational intent, and the flexibility and responsiveness that it draws from its position on the margins of formal educational provision have ensured its prominence, not only in leading formal education change but also in addressing the contingent shortcomings and limitations of formal education. In …
Sociology (23 works) · Pedagogy (22 works) · Psychology (15 works) · Adult and Continuing Education Topics (14 works) · Epistemology (14 works) · Global Educational Policies and Reforms (12 works) · Philosophy (12 works) · Philosophy (12 works) · Political science (11 works) · Adult education (8 works)