“Why Choose One Hand Over the Other When We Can Use the Best of Two?”

Remaking Communities and Adult Learning

“…For these men and women, it is no longer enough to 'learn to be' , in the sense in which this phrase is used in social-democratic approaches of a humanist or comprehensive nature, for example those of certain, vaguely Enlightenment-inspired, advocates of lifelong education in the 1970s (such -978-90-04-51803-2 Downloaded from Brill.com07/25/2022 02:35:47AM via free access as Lengrand, 1981;Faure et al, 1977). Today, however, the phrase "learning to be" may be considered overly generic and inadequate, even after the updates and additions made by Jacques Delors and his colleagues (1996) -learning to know, learning to do, learning to live together -as it is the subject of cumulative, and potentially endless additions: learning to be … relevant, attractive, employable, entrepreneurial, well-adapted, flexible, competent, competitive, efficient, skilled, qualified, innovative, productive … In other words, it focuses solely on what I have, in other papers, referred to as the "right hand" of lifelong education (Lima, 2007(Lima, , 2012a, which Ettore Gelpi (1998, p. 134) has also associated with "education as training", as opposed to "education as culture" (see also Gomes & Monteiro, 2016).…”

Adult Learning and Mainstream Education Discourse

“…For these men and women, it is no longer enough to 'learn to be' , in the sense in which this phrase is used in social-democratic approaches of a humanist or comprehensive nature, for example those of certain, vaguely Enlightenment-inspired, advocates of lifelong education in the 1970s (such as Lengrand, 1981;Faure et al, 1977). Today, however, the phrase "learning to be" may be considered overly generic and inadequate, even after the updates and additions made by Jacques Delors and his colleagues (1996) -learning to know, learning to do, learning to live together -as it is the subject of cumulative, and potentially endless additions: learning to be … relevant, attractive, employable, entrepreneurial, well-adapted, flexible, competent, competitive, efficient, skilled, qualified, innovative, productive … In other words, it focuses solely on what I have, in other papers, referred to as the "right hand" of lifelong education (Lima, 2007(Lima, , 2012a, which Ettore Gelpi (1998, p. 134) has also associated with "education as training", as opposed to "education as culture" (see also Gomes & Monteiro, 2016).…”