Who is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics

Abstract

The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of lifelong learning. First, it is stated that globalization is the most profound horizon today for explaining the current interest we experience in both lifelong learning and hermeneutics. Second, from these links to on globalization, we can also expect to find new links between lifelong learning and hermeneutics. Third, the predominant configuration of lifelong learning according to the logics of globalization and virtues of flexibility is demonstrated, and thereafter criticized mainly from the perspectives of philosophical anthropology. Finally, an alternative configuration of meaning and identity formation in lifelong learning is proposed by utilizing a reformulated theory of interpretation made possible thanks to recent metamorphosis inside the hermeneutical tradition itself.

Formal adult education and socioeconomic inequality: Second chances or Matthew Effects?

“…We distinguish adult education from lifelong learning-the process by which individuals acquire and improve their skills, knowledge, and competencies from various formal, non-formal, and informal learning activities throughout the life course, from pre-school to post-retirement, for personal, social, and/or professional reasons (Allmendinger et al, 2011;Kristensson Uggla, 2008). We are not concerned here with either programmatic or on-the-job-training (Bills & van de Werfhorst, 2017), non-credit bearing instruction, or other casual or non-formal learning.…”

“…The first-the Ameliorative-of these sees adult education as having the potential to diminish labor market inequalities. While many of the recognized signposts of the adult education literature emphasize its role as a social movement for self-improvement and personal empowerment (Jarvis, 2004;Richardson & King, 1988), other scholars emphasize its ability to enhance human capital (Jenkins et al, 2003;Kristensson Uggla, 2008). The emphasis here is on how adult education might help individuals overcome the disadvantages of educational "late starts" or "delayed completions, " thereby serving as a "second chance" for those initially left behind (Jarvis, 2007, p. 191).…”

The Dutch Lifelong Learning Scene: Continuing Unresolved Issues and Two Alternative Perspectives

“…However, the practices surrounding adults learning and changing will not die out. These practices and the associated LLL activities have their origins in the logical transformation as a result of globalization (Kristensson Uggla, 2008). LLL in the past, present, and future was and is the result of permanent change in the world; this permanent change requires the postmodern adult to not just be "a person" but "an adaptive person" (Chiapello & Boltanksi, 2005;according to Kristensson Uggla, 2008, p. 222) as well.…”

Toward a Social Responsibility Theory for Educational Research (In Lifelong Learning)

“…In 1972 already Bateson emphasised that our self-awareness given by our brain limits our collective and individual understanding and interpretations of reality. This idea brings us to the irrefutable distinction between the old 'explanation' of Nature (Erklären) paradigm and the new 'understanding' of Spirit (Geist) paradigm (Kristensson Uggla, 2008). And indeed, in a way, the traditional empirical science only brings us coldness of facts, while action research at least also focuses on promising future improvement and development.…”