Lifelong Learning: Conceptual and Ethical Issues

The purpose of the proposed chapter is to identify ISSUES raised by or involved in the theory and practice of lifelong learning (hereinafter referred to as LL).

“Learning how” and “Learning that”; Ability to learn in both senses is a characteristic of human beings. In a general sense we learn from the processes of everyday life. We ‘learn’ from news papers, journals relevant to work, and leisure. Typically we ‘learn’ the state of ‘trouble spots’ in the world from a daily newspaper. We ‘learn’ from, local gossip and from the theatre. The ethical issues here are mainly concerned with the accuracy of what is learned. This is most important when one is reading the daily newspaper or using other media. Public trust and a capacity for scepticism are required. Aids to learning and putative instruments of social control have been and to some extent still are embodied in the family of organisations, which include (in English): ‘Adult Education’. ‘Adult Learning’, ‘Continuing Education,’, ‘Further education’, and so on. Central ethical issues include “accuracy and trustworthiness of learning resources”. In this one political influence is a danger. ‘Learning’ should therefore include the development of critical resources and a good deal of scepticism. Outline of UNESCO-based views such as “The Hamburg Declaration” and “The Mumbai Statement”.

The role of learning on political control – democratic citizenship. Ethical issues are central here too. Vocationally-based learning- - on the interests of industry and commerce rather than interest in the learner, except as social capital. Some examples or case studies follow: eg Universities, Colleges of various kinds, Central Government Departments, Trade Unions and Professional organisations. The possible bias and vested interests which might influence and distort learning. Throughout the central ethical issues centre on trust, professional ethics, and the availability of reliable materials and organisations to aid LL. Note especially the bias towards economic efficiency and ‘national interests’ implicit in much (?most) lifelong learning. Critical capacity as a central area for development in and through LL.