Obsolescence or lifelong education: A choice for the professional.

Abstract

Lifelong education, in which the learning process is continuous and unbroken, for the professional is discussed from the standpoint of obsolescence, its symptoms and causes, and present efforts to cope with it. The concept of half-life is used to describe a professional's competence, and it is stated that the two factors that are most prominent in hastening professionalrpbsol scence are the rate of change and the addition of new dataC d owledge. Two examples of coping with teacher obsolescence, in Japan and Great Britain, are briefly described: 'It is believed that psychologists possess specific skills by which they can contribute to continuing education and, at the same time they may benefit by new employment opportunities in this field. These skills relate to: motivation, adult learning, measuring and assessing professional competence, the development and use of educational technology, counseling adults (mid-career change and interpersonal competence, external degree programs, and postgraduate residential programs for professionals), research in continuing education (learning, adult development, communications, and organizational behavior), innovative human service programs, group behavior and laboratory practice in group leadership, individual behavior, the psychology of learning, and learning theory. Four major national priorities for continuing education to which psychologists can make significant contributions are: program planning, leadership development, research development and high-priority items (child development, disadvantaged minorities, urban development, population explosion, alcohol and drug abuse, delinquency, violence, improved delivery of human services, and worker training). (DB) DubJ

Empirically supported treatments: Implications for training.

“…With a shortening half-life of professional knowledge, the idea that psychologists should be continuously involved in education throughout their careers becomes a more and more necessary professional assumption (cf. Dubin, 1972).…”

The scientifically‐minded psychologist: Science as a core competency

“…It has been estimated that the half-life for most psychological knowledge is somewhere between 5 and 7 years (Dubin, 1972). Thus, scientifically-minded psychologists have an appreciation for science as a dynamic and continuous process and recognize that continuing education, retraining, and self-exploration must supplement the facts and findings taught in graduate school.…”

Envisioning innovative technology of three dimensional virtual worlds (3D VWs) for continuing professional development (CPD) programs

“…Dubin [4] proposed the half-life concept in order to estimate the extent of becoming out of date with new technology and knowledge. A half-life of 5 years was applied to medicine and engineering.Australia, New Zealand, United Kingdom and Canada adopted a form of CPD in the 1990s, in response to a growing awareness of diminished quality care and learner engagement in healthcare [2,5].…”