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Globalisation, lifelong learning, and the learning society : sociological perspectives / Peter Jarvis

Main Author Jarvis, Peter, 1937- Country Reino Unido. Publication London : Routledge, 2007 Description XII, 238 p. ; 24 cm Series Lifelong learning and the learning society , 2 ISBN 0-415-35543-5
978-0-415-35543-8
CDU 374.7 37.015.4
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 374.7 - J Available 384654
Total holds: 0

Enhanced descriptions from Syndetics:

This book critically assesses the learning that is required and provided within a learning society and gives a detailed sociological analysis of the emerging role of lifelong learning with examples from around the globe. Divided into three clear parts the book:

looks at the development of the knowledge economy provides a critique of lifelong learning and the learning society focuses on the changing nature of research in the learning society.

The author, well-known and highly respected in this field, examines how lifelong learning and the learning society have become social phenomena across the globe. He argues that the driving forces of globalisation are radically changing lifelong learning and shows that adult education/learning only gained mainstream status because of these global changes and as learning became more work orientated.

Table of contents provided by Syndetics

  • List of figures and tables (p. viii)
  • The author (p. ix)
  • Preface and acknowledgements (p. xi)
  • 1 Lifelong learning in the social context (p. 1)
  • Theory of lifelong learning (p. 1)
  • The social processes of learning (p. 7)
  • Human learning within power relationships (p. 12)
  • Sociological theories and learning (p. 16)
  • Conclusion (p. 20)
  • 2 Human learning within a structural context (p. 21)
  • Learning in the social context (p. 21)
  • Structure and agency (p. 32)
  • Conclusion (p. 35)
  • 3 Human learning within a global context (p. 36)
  • Social change (p. 36)
  • Globalisation (p. 40)
  • Factors contributing to globalisation (p. 44)
  • The globalisation, process (p. 45)
  • Factors influencing the globalisation process (p. 51)
  • Conclusion (p. 53)
  • 4 Outcomes of the globalisation process (p. 54)
  • The outcomes of globalisation (p. 54)
  • Regulators and resistance to globalisation (p. 61)
  • From adult education to lifelong learning (p. 63)
  • Lifelong learning and globalisation (p. 68)
  • Conclusion (p. 76)
  • 5 The information and the knowledge society (p. 77)
  • The information society (p. 79)
  • The knowledge society (p. 85)
  • Conclusion (p. 95)
  • 6 The learning society (p. 96)
  • The concept of learning (p. 96)
  • The learning society (p. 101)
  • The learning organisation (p. 107)
  • The learning city/region (p. 116)
  • Conclusion (p. 121)
  • 7 Lifelong learning (p. 122)
  • A new social movement (p. 122)
  • Lifelong learning as a commodity (p. 125)
  • Lifelong learning (recurrent education) (p. 126)
  • The value of lifelong learning (p. 132)
  • Lifelong learning and the life cycle (p. 134)
  • Learning and demography (p. 135)
  • Conclusion (p. 137)
  • 8 Life-wide learning (p. 138)
  • Individual learning in everyday life (p. 140)
  • Learning in communities of practice (p. 142)
  • Learning in the workplace (p. 147)
  • Social and personal identity (p. 151)
  • Conclusion (p. 154)
  • 9 Participants in lifelong learning: teachers and students (p. 156)
  • Teachers of adults (p. 156)
  • Learners and lifelong learning (p. 161)
  • Conclusion (p. 167)
  • 10 The changing nature of research (p. 168)
  • Research and policy (p. 168)
  • Research and learning (p. 171)
  • The practice of research (p. 173)
  • Conclusion (p. 175)
  • 11 Policies, practices and functions (p. 177)
  • Policies of lifelong learning and the learning society (p. 177)
  • Practices of lifelong learning in the learning society (p. 186)
  • Some functions of lifelong learning (p. 188)
  • Conclusion (p. 194)
  • 12 The need for the learning society and lifelong learning (p. 195)
  • Conclusion (p. 202)
  • Appendix: infinite dreams, infinite growth, infinite learning - the challenges of globalisation in a finite world (p. 203)
  • Infinite dreams - religious, political and economic utopias (p. 204)
  • Infinite growth and the challenges of globalisation (p. 207)
  • Infinite learning (p. 210)
  • Conclusions (p. 212)
  • Notes (p. 214)
  • References (p. 217)
  • Index (p. 231)

Author notes provided by Syndetics

Peter Jarvis is Professor of Continuing Education at the University of Surrey UK, and honorary Adjunct Professor in Adult Education at the University of Georgia, USA

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