Titlebook: Recovering Informal Learning; Wisdom, Judgement an Paul Hager,John Halliday Book 20061st edition Springer Science+Business Media B.V. 2006

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A Brief Genealogy Of Lifelong Learning,eld (2005) points out lifelong learning is difficult for policy makers to embrace. Procedurally lifelong learning cuts across government sectoral boundaries. It is for example not only concerned with supply to the labour market but demand — human resource development in drag as Boshier (1998) put it

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Origins Of A Mistake,conomic considerations and suggests that these are causally linked to formal learning. We conclude this present chapter with a broadly Foucauldian account of how a belief in such causation leads to a panopticon society, within which people have reason to believe that they are controlled increasingly

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Rethinking Learning,sted that this should serve as a stimulus to reconceptualising learning itself. Subsequent chapters have outlined and critiqued the various ways that lifelong learning, formal education provision and economic wellbeing have become entwined in recent educational policy and practice. We argue that thi

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The Importance Of Contextuality For Learning, all learning, indeed all human activities, occur in a context, so what is new? As well, context can seem to be a catchall idea for something that is too complex to unravel. The fact that we have a single general word to represent context suggests that it is a single thing. Yet, when looked into mor

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The Idea Of Judgement,er will be an external good – made explicit when perhaps she rides a bicycle down a steep incline and the brakes start to squeal. She finds it increasingly difficult to stop and the squeal increases and energy is dissipated not in stopping the bike but in making the noise. Perhaps she learns to use

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Recovering The Informal,accompanies it, have been drawn from a range of empirically-based research projects in which the authors have been involved. This work has convinced us that contextually sensitive judgement making is a very significant kind of informal learning, one that is very common, yet one that is under-acknowl

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1871-322X ommon taken-for-granted assumptions about learning.Invites a.For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance