Bøger i Lifelong Learning Book Series serien

This book explores 'why some people experience post-traumatic growth leading to greater wisdom and others do not' and suggests that a critical variable is how one copes with that trauma: individuals who actively reflect on their experiences of trauma should develop higher levels of self-transcendent wisdom. This same dynamic has been shown both in research studies of post-traumatic growth and by therapists working with people who have experienced trauma, but these two bodies of work have rarely been brought into direct conversation with each other. In this volume, wisdom researchers and therapists with direct experience with trauma survivors comment on each other's ideas about how coping with adversity can lead to wisdom, and how their proposed models of developing wisdom incorporate the act of coping with a stressful or traumatic event. Based on a synthetic integration of the recommendations in each chapter, the book concludes with the introduction of a new conceptual framework that can better help even individuals who experience significant stressors in their life to cope well and develop wisdom that will be both theoretically robust and practically useful.

This book explores cross-international experiences in the field of adult English language teaching and learning, using cross-cultural dialogues to hear voices from different countries and different settings - formal, informal and non-formal - discussing how their lifelong learning has or is still in the process of helping them to change their lives. The book addresses two major questions: (1) How do adults learn languages and transform themselves through learning? (2) How do authorities and societies build capacity for sustainable language development? It will be of interest to researchers, policymakers and adult language teachers, concerned with diverse aspects of teaching and learning English as lingua franca for enhancing the public good internationally.The book draws on the way in which the Western paradigm of lifelong learning was applied by an international team of inspired professionals to English language education in the Tempus project "e;Lifelong Language Learning University Centre Network for New Career Opportunities and Personal Development (UNICO)"e;. This project was  undertaken by eleven universities in three countries: the Siberian Federal District of the Russian Federation, the Kyrgyz Republic, and the Republic of Tajikistan, in partnership with the Charles University in Prague, the Institute of  Education from the University College London, and the University of Cordoba in Spain. 

This volume provides an in-depth analysis of historical and recent developments of senior learning in Taiwan, where publications in English have been scant. It takes a broader view on lifelong learning and active ageing from a theoretical/conceptual base written by prominent international authors- this represents the 'outside in' perspective. The 'inside out' on the other hand signifies an in-depth investigation of initiatives written by authors from Taiwan who are closely involved with developments in policy and practice.The volume is situated theoretically in the intersection of complementary concepts such as lifelong learning, active ageing, later life learning, learning communities and social movements. It is located geographically and culturally in East Asia where senior learning/education is expanding in response to large populations of older adults and concerns about their physical and social well-being. It is argued that Taiwan is leading the way in terms of innovation and community engagement in regard to older adult learning/education and can thus serve as a model for neighboring countries. By analyzing historical precedents, cultural dynamics, policy trends, research sub-fields and community engagement this book is of interest to both East Asian and Western scholars, practitioners, policy-makers and students amongst the fields of lifelong learning, social gerontology and educational psychology.  

This book presents a collection of chapters¿both empirical and conceptual¿that challenge existing paradigms of learning and teaching, provides examples of pedagogical spaces and practices that nurture future-oriented learners, explicates identities and transitions in learning, and offers alternative frames for moving forward.Educational structures have proven remarkably resilient. More often than not, pedagogical designs still privilege the lecture-tutorial format, front-end loading and the positioning of the ¿teacher¿ as expert. In a similar vein, pedagogical spaces tend to privilege the formal educational institution and its discourses, rather than productively engage with naturally-occurring learning spaces at work and in communities.To better prepare and support learners for dynamically changing futures, we need to truly flip the lens from teaching to learning, positioning at the core, the learner in contexts where learning and becoming occurs. This means considering what counts as a future-oriented learner and educator, recognising the importance of evolving identities, transitions and pathways that facilitates the processes of being and becoming. Equally important is the design and appropriation of pedagogical spaces and practices that are in themselves dynamic and future-oriented. This book questions the current delineation between the spaces of work, learning and communities.

This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship.

This book identifies key elements of an international framework to develop systems-level change to promote access to education, including higher education, for socio-economically marginalized groups.

Mindfulness and Learning argues that education can be rejuvenated by enhancing the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, the text examines the current imbalance by focusing on the affective domain of learning.

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.

Theories and practices of learning have been dominated by the requirements of formal learning. This book seeks to persuade through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal.

This important book builds on recent publications in lifelong learning which focus on learning and education in later life.

This book discusses the current state of the art in research on the education and learning of adults, and how such research has been transformed through contemporary policy and research practices.

This book is the product of a series of reflections by career counseling and guidance specialists on a question central to society: "How can career and life design interventions contribute to fair and sustainable development and to the implementation of decent work all over the world?

This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education.

This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life.

This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field.

This important book builds on recent publications in lifelong learning which focus on learning and education in later life.

This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning.

This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life.

This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field.

This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education.

In a world where being a 'professional' is an increasingly indistinct notion under siege from scholars and educated laypeople, this interdisciplinary volume advocates the metaphor of 'becoming' as an lifelong process of forming one's professional identity.

It will give a clear indication of alternative strategies for learners, teachers and policy makers.This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups.

In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all.

At times women whose voices are heard, because they have been able to go to university or have been leaders in the feminist movement, speak for all of the other women who have not been able to get a formal education, without asking us what it is we really want or think.

In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all.

The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning.

It has been developed from work undertaken by members of the Women in Higher Education Network with chapters organized in three thematic sections: Ambivalent Positions in the Academy, Process and Pedagogy at Work, Career - Identity - Home.