Reasons for Life Long Learning Life long learning and the theory behind it is as simply explained by the three words in the term themselves; life long learning; learning life long or learning for life. It is a term given to the idea that people have the ability to continually learn and develop throughout the whole of their lives. It gives no age limit to a person’s learning career and no limitations or restrictions on what can be achieved. The idea behind the theory is, that the people of our society are given the opportunity to continue with their learning and personal development after their school years. This can be obtained through upgrading or developing new skills, an adult returning to education, taking up an interest in meditation or beginning a class in fine art. Whatever form the actual learning may take, the whole principle behind life long learning is to create a society, which embraces learning by making it available, accessible and acceptable for people of all ages. The aim is for learning within our society to be seen as a continuum throughout life (1).
Since the industrial revolution, learning on a whole has been restricted for the majority of the population. The emphasis has been on leaving school after your secondary stage education and learning a trade, which will enable you to be kept in employment throughout your working life. Those who wished to continue to higher level education could do so; though compared with today, the number of people obtaining degree level education was fairly low and therefore quite elite. The system of education since the 1940s was based around the 11+ examination, which determined whether you obtained a place in a technical, secondary or grammar school for you second level education. This classification alone was seen as a determination of your level of intelligence and some may say, future career path, at the age of eleven. It tended to be mainly those who had attended grammars and a select few from the secondary schools who were encouraged to continue with their learning.
Reading Education: from grade school through college It has always been the sad refrain of educators around the world that the quality of education has plummeted over the generations. Of such note is the work of Allan Bloom in The Closing of the American Mind (Simon and Schuster, 1987). The work of Bloom can be gleaned at once to be the classic conservative lament; and his notion of education is ...
So the attitude or public opinion tended to be that your learning finished with your education. People obtained employment, in which they would remain for life, I can refer to my own mum, who has worked in the same clothing factory for the past 21years, almost as long as I have been alive! People were encouraged to find employment and stay with it, there was no real emphasis on building a varied skill base, education or knowledge. But times and attitudes have been changing; it is no longer believed that once you reach a certain age your learning career is over, or that your abilities do not live up to some higher expectation. Today in fact the studying and learning population has grown not only larger but also older. Some people are adapting to their work and family life in order to meet their own needs to learn. When we look closely at the traditional views in which society holds and therefore use to classify our intelligence, we can begin to see how people as individuals and society as a whole have been affected and held back in terms of their personal and intellectual development.
Jean Piaget has for many years influenced the way in which intelligence has been seen. Piaget believed that we all as children have distinctive stages of our intellectual development: 1. Sensori-motor (birth-2yrs) 2. Pre-operational thought (2-7yrs) 3. Concrete operations (7-11yrs) 4. Formal operations (12+) (Audrey Curry Class Notes) The progression of an individual’s intellect through these stages depended on the use of assimilation and accommodation.
This writer reflection paper is about transformative learning theory and multiple intelligences. Sunny Cooper (2004) stated that “the study of transformational learning emerged with the work of Jack Mezirow (1981, 1994, 1997). Transformational learning is defined as learning that induces more far-reaching change in the learner than other kinds of learning, especially learning experiences which ...
Assimilation is the use of existing mental patterns in new situations (2a) and accommodation, the existing ideas are modified to fit new requirements (2b).
Each stage must be completely mastered by the child before progression can be made to the next. So according to Piaget, intelligence and its development depends on both age and stages. There is no leeway given to the aspects of the learning environment. Vygotsky (1819-1954) took a more social constructivist view when theorizing on intellectual development, believing that learning takes place as an interaction between the individual and the environment. In other words we continually learn from outside influences. Although Vygotsky disagreed with Piagets theory of development he still restricted individual capabilities by basing his own ideas in a series of stages: 1. Vague syncretic stage 2.
Complexes stage 3. Potential concept stage (Audrey Curry Class Notes) In this new era of life long learning in, which we intend to enter with a sense of possibility; I would have to agree with Carey 1986 in my belief that children will continuously gain knowledge, and their intellectual ability will not make sudden changes in character each time they complete or enter a new stage (3).
As an individual who shows abilities in the understanding of history, mathematics, environmental issues and mysticism, some may find me to be a person of high intellectual ability. On the other hand, if I was faced with a person whose abilities lay in music and foreign languages, that person would probably find me to be completely unchallenging in terms of mentality and probably I can admit, a little dumb! So by looking to myself and finding higher and lower levels of intellectual ability, knowledge and understanding; depending on the situation or context, and, the fact that I personally believe that, each of us as individual people have our own areas of ability and flair which, we should be recognized for, I prefer to view intelligence in a multiple form. Gardner 1993, is one such psychologist who theorizes on the notion of multiple intelligences and provides us with seven forms: – 1. Language 2. Logic & Math 3. Visual & Spatial Thinking 4.
A famous quote by John Lennon saying that "love is the answer and only you know that for sure" was not entirely truthful the fact not realised was that, for the many people in today's contemporary "dating" grouping, truly knowing what the answer actually is in regards to dating is often easier said than done. Therefore, the answer certainly is not love. According to the Merriam-Webster Dictionary ...
Music 5. Bodily-kinesthetic skills 6. Intrapersonal skills 7. Interpersonal skills (Audrey Curry Class Notes) This theory in my mind gives no limitations to a persons intellect and can serve to boost esteem and motivation for the individual. After all we do not all have to obtain A grades in maths, English and science to prove ourselves intellectually; and this is what I feel should be held in the beliefs and attitude of life long learning. The concept of life long learning and the realization of the need for it has been developed or evolved alongside our society and the world as a whole.
In general people in our society experience greater life changes and opportunities than ever before. Our lives are less work orientated and there is a greater focus on leisure time. Hobbies and interests all fall into place in life long learning. People are more willing to look at themselves and ask what they really want and then discover ways, which point them in the direction of their goals. The pace of the world has increased; completion in the world markets and the business world calls for staffs who are skilled enough to match the needs of the business. Technologies are updated and transformed at such a rate, that there is a constant need for training course, refresher courses and anything else which the employer may feel will benefit the employees work performance and in so the company. People have the ability to work themselves up the ladder in their jobs.
More employers are willing to provide day release schemes and fund courses for their employees in order to establish a more professional workforce. As the needs which are met by the business world change and raise higher, so must the knowledge and expertise of those who work within it. The pace of change in industry, particularly in relation to technology, and the growing demand for a new set of values and skills, challenges the role of education and training and strengthens the need for access to a! continuous learning process throughout life (4).
Critical Thinking 1 Running head: Critical Thinking Components of Adult Learning Critical Thinking Components of Adult Learning Critical Thinking 2 Abstract This essay examines the effects of critical thinking on life-long learning. Critical thinking is an activity that questions the assumptions underlying our personal ways of thinking and acting and then prepares us to think and act differently. ...
At present, computer courses are filling up quicker than ever before, so people are becoming aware of the benefits. Last year the oldest higher education student at the Belfast Institute FHE, was an 84 year old man taking a computers course and moving on to the internet. Nothing is impossible, the theme of life long learning confirmed in this case! Life long learning will benefit both the individual and society as a whole.
The recent Adult Literacy Survey for Northern Ireland highlighted the great need for a focus on continued learning. The results of this survey clearly reinforce the importance of promoting a culture of life long learning in Northern Ireland John Mc Fall Minister Education & Training (5).
The survey showed that 26% of 16-65 year olds in Northern Ireland have the lowest level of document literacy and among the unemployed this figure rises to 36%. Around 40% of unemployed and 19% of employed have no qualifications and only 28% of the population have engaged in formal learning. So what does the government see as the benefit of life long learning for these people, the individual? Learning offers excitement and the opportunity for discovery. It stimulates enquiring minds and nourishes our souls. It takes us in directions we never expected, sometimes changing our lives.
Learning helps to create and sustain our culture. It helps all of us to improve our chances of getting a job and of getting on. Learning increases our earning power, helps older people to stay healthy and active, strengthens families and the wider community, and encourages independence. (6a) And for businesses? Learning helps them to be more successful by adding value and keeping them up to date. Learning develops the intellectual capital, which is now at the center of a nations competitive strength. It provides the tools to manage industrial and technological change, and helps generate ideas, research and innovation. Because productivity depends on the workforce, we must invest in everyone.
(6b) And for the nation? Learning is essential to a strong economy and an inclusive society. In offering a way out of dependency and low expectationwe must bridge the learning divide between those who have benefited from education ands training and those who have not. (6c) When I look towards my own future, I feel my interests lie in working in the community. Ideally I would like to research various health topics and present these to groups within the community. So when I begin my employment, I myself will have a part to play in delivering life long learning. The government sees the learning potential for the communities as: Learning contributes to social cohesion and fosters a sense of belonging, responsibility and identity.
One of the biggest advantages of mixed age groups is that they make us really analyse the individual needs, interests, and temperaments of each child in the group. We can then plan and provide for the next steps in learning, by getting to know our group of children very well, and making careful observations on them, as individuals, what they do and how they interact with others. This knowledge can ...
In communities affected by rapid economic change and industrial restructuring, learning builds local capacity to respond to this change. (6d) I find this to be true. Communities groups are rapidly growing and forming. In the Short Strand area of Belfast, were I presently work voluntarily on a program called Youth at risk, the residents of the area raised vast sums of money in order to fund this program to the benefit of local young people with behavioral problems such as drugs, joyriding and theft. The program enables the young people to realize their own potential and aim for goals. There are also various womens groups, language classes and computer courses available in the local community center.
The community has the ability to promote and encourage learning with the aid of residents groups, mother and toddler groups, environmental organizations, youth clubs, self-help programs and local colleges. The community should hold no limitations in its ability to deliver the promise of life long learning. An example of one such group is the Nazareth House Nursing Home on the Ormeau Road in Belfast. I am sure I will not be alone in the fact that I was surprised at the advertisement for life long learning in a nursing home! But again it shows there are no limitations on the potential available from life long learning. The program here consisted of singing and gardening classes, a mature learner program, talks and videos on aspects of history and art. Classes were open for all ages with encouragement for over 60s. So in my opinion if these people of over 60 years of age do not limit themselves in learning capability, why should any of us? However, as much as it seems that we can easily catch and lock into the idea of life long learning, there are always going to be obstacles in the way, which must be addressed.
What kind of Mindset do you have? There is a variety of things that play a role in an individual’s success in life. Such as motivation, curiosity, practice, determination, ability to learn, Etc. It is important to have some sort of motivation in life to become successful. In some of the articles we’ve discussed we’ve seen how people have different ways of teaching themselves something they are ...
Times of the class or course, costs of the fees, location in relation to the home or workplace of the individual, range of courses in comparison to the persons area of interest and accessibility are some of the major barriers to life long learning. Motivation can be another huge barrier, individuals or communities who have become absent from learning may not have enough self-esteem and motivation to actually go for what it is they say they want. And once these people take the step towards learning they are faced with the confusing jargon and vocabulary used, leading perhaps to a confusing and intimidating situation for the potential learner. But these are only obstacles, which need to be looked at an addressed; they can not be allowed to get in the way of the cultural change to life long learning. The possibilities and opportunities that will begin to open for individual people and society once the cultural change of learning occurs are unimaginable, no longer should a persons ability and potential be measured and assumed. Life long learning places this firmly into the hands of the individual and they can reach as far as they wish because now the system will be on their side. Hanna (1998) stated that throughout the industrial era, the system has focused upon serving the educational needs of the youth to prepare for a lifetime of work.
Today it is clear that the future will involve a lifetime of learning in order to work. (7) Bibliography Quotes Reference 1. The National Government Initatives and Targets Life long learning www.neelb.org.uk/plain/library/intro/strtplan 2ab Coon, Dennis 1998 Introduction to psychology : Exploration and Application 8th ED Chp 4 Child Development Brook/Cole Publishing Company 2. Unknown 4. Life Long Learning A new learning culture for all Forward John McFall Minister for Education and Training www.deni.gov.uk/strategy/learning.pdf 5. 5th November 1998 Minister for Education and Training www.nio.gov.uk/ 6. abcd New Labours Educational Agenda The learning age Introduction Section 2 Learning Potential 8.10 8.11 8.12 8.13 www.ucles.org.uk/uk/dearing/national.htm 7.
Coon, Dennis 1998 Introduction to psychology : Exploration and Application 8th ED Chp 4 Child Development Brook/Cole Publishing Company Other references DENI Lifelong learning A new culture for all Social Inclusion Development Paper Fryer R.H Learning for the 21st Century First report of the National Advisory Group for Continuing Education and Lifelong Learning www.nics.gov.uk/press/hfe Adult Education News BIFHE September 2000 50th Edition www.lifelonglearning.co.uk/greenpaper/index.htm.