Advertisement

Cautionary Tales in the Ethics of Lifelong Learning Policy and Management

A Book of Fables

  • Richard G. Bagnall

Part of the Lifelong Learning Book Series book series (LLLB, volume 1)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Richard G. Bagnall
    Pages 1-8
  3. Richard G. Bagnall
    Pages 9-13
  4. Richard G. Bagnall
    Pages 15-21
  5. Richard G. Bagnall
    Pages 23-30
  6. Richard G. Bagnall
    Pages 31-37
  7. Richard G. Bagnall
    Pages 39-45
  8. Richard G. Bagnall
    Pages 47-53
  9. Richard G. Bagnall
    Pages 55-62
  10. Richard G. Bagnall
    Pages 63-68
  11. Richard G. Bagnall
    Pages 69-75
  12. Richard G. Bagnall
    Pages 77-82
  13. Richard G. Bagnall
    Pages 83-88
  14. Richard G. Bagnall
    Pages 89-95
  15. Richard G. Bagnall
    Pages 97-103
  16. Richard G. Bagnall
    Pages 105-110
  17. Richard G. Bagnall
    Pages 111-116
  18. Richard G. Bagnall
    Pages 117-124
  19. Richard G. Bagnall
    Pages 125-131
  20. Richard G. Bagnall
    Pages 133-137
  21. Richard G. Bagnall
    Pages 139-142
  22. Richard G. Bagnall
    Pages 143-148
  23. Richard G. Bagnall
    Pages 149-153
  24. Richard G. Bagnall
    Pages 155-159
  25. Richard G. Bagnall
    Pages 161-164
  26. Back Matter
    Pages 165-193

About this book

Introduction

This work is concerned with appraising the contemporary ethical impact of lifelong learning ideology and advocacy on education, through focusing on trends in educational policy and management that flow from the ideology. It has its origins in the author's concern that many of those trends are being defmed and promoted, or opposed, without an adequate understanding of their ethical dimensions. The 21 trends examined in this work are seen as defming important dimensions of the quite radical changes in educational policy and management that are flowing from the practical realisation of lifelong learning ideology and advocacy. In here evaluating those trends from an ethical perspective, the thesis is developed that they lead inevitably to distinctive ethical dilemmas or tensions in the lived experience of educational participants. The dilemmas, though, are not seen as realities that can intelligently be either avoided or resolved. They are, rather, inescapable features of the trends, although they and the experience of them may be managed intelligently to a greater or lesser extent. This analysis is premised on the belief that an understanding of the dilemmas may be of practical value in assisting educators, and policy makers and managers, to live and work more intelligently with them and to better manage the educational changes that are defmed by the trends. It may thereby contribute to moderating the excesses, sillinesses, and inanities so often evident in the directing and managing of refonns associated with the trends and to reduce the anguish and pain associated with them.

Keywords

change management education ethics learning lifelong learning vocational education

Authors and affiliations

  • Richard G. Bagnall
    • 1
  1. 1.Griffith UniversityBrisbaneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4020-2215-9
  • Copyright Information Springer Science+Business Media B.V. 2004
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-2214-2
  • Online ISBN 978-1-4020-2215-9
  • Buy this book on publisher's site