Heikki Silvennoinen
Biographic Data
| ID | 4084810 |
|---|---|
| NAME | Heikki Silvennoinen |
| GIVEN NAMES | Heikki |
| FAMILY NAME | Silvennoinen |
| SIGNATURE | SILVENNOINEN H |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0001-8304-0021 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The lifelong learner in cognitive capitalism
In contemporary lifelong learning policies by the OECD and the European Union, citizens are expected to acquire knowledge, skills and attitudes that are believed to enhance individual, social and economic well-being. This article examines the current ideal of lifelong learner constructed in these policies from a governmentality perspective. The central object of theorisation is the concept of the ability-capital machine, which is introduced as a …
Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of Unesco, the Council of Europe and the OECD
Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and…
Setting New Standards for Homo Academicus
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of build…
Assessing the basic skills of the highly educated in 21 OECD countries
This study compares the literacy and numeracy proficiencies of higher education (HE) degree holders in 21 OECD countries based on primary analysis of the national data sets collected via the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) 2012 study. The differences in the graduates' average literacy and numeracy proficiencies amongst the OECD countries are substantial. Depending on the country, a smaller or greate…
Changing relations between education and work
This article analyses the mechanisms of a state-organized educational system as it functions between households and the labour market, regulating the passage of age cohorts from the home via school to the labour market. One question is what outcomes the educational system actually produces and what mechanisms are at work in the distribution of educational advantage. In terms of disadvantage, the paper assesses solutions for overcoming the skill g…
Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of Unesco, the Council of Europe and the OECD
Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and…
Setting New Standards for Homo Academicus
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of build…
Assessing the basic skills of the highly educated in 21 OECD countries
This study compares the literacy and numeracy proficiencies of higher education (HE) degree holders in 21 OECD countries based on primary analysis of the national data sets collected via the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) 2012 study. The differences in the graduates' average literacy and numeracy proficiencies amongst the OECD countries are substantial. Depending on the country, a smaller or greate…
Changing relations between education and work
This article analyses the mechanisms of a state-organized educational system as it functions between households and the labour market, regulating the passage of age cohorts from the home via school to the labour market. One question is what outcomes the educational system actually produces and what mechanisms are at work in the distribution of educational advantage. In terms of disadvantage, the paper assesses solutions for overcoming the skill g…
Assessing the basic skills of the highly educated in 21 OECD countries
This study compares the literacy and numeracy proficiencies of higher education (HE) degree holders in 21 OECD countries based on primary analysis of the national data sets collected via the OECD's Programme for the International Assessment of Adult Competencies (PIAAC) 2012 study. The differences in the graduates' average literacy and numeracy proficiencies amongst the OECD countries are substantial. Depending on the country, a smaller or greate…
Setting New Standards for Homo Academicus
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of build…
Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of Unesco, the Council of Europe and the OECD
Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and…
The lifelong learner in cognitive capitalism
In contemporary lifelong learning policies by the OECD and the European Union, citizens are expected to acquire knowledge, skills and attitudes that are believed to enhance individual, social and economic well-being. This article examines the current ideal of lifelong learner constructed in these policies from a governmentality perspective. The central object of theorisation is the concept of the ability-capital machine, which is introduced as a …
Economics (4 works) · Global Educational Policies and Reforms (4 works) · Law (4 works) · Political science (4 works) · Sociology (4 works) · Law (3 works) · Pedagogy (3 works) · Higher Education Learning Practices (2 works) · Lifelong learning (2 works) · Psychology (2 works)