A Freirean Approach to

Lifelong Learning

By Kelli and Michelle

Career Education as Humanization

Article 11 Review

EDER 625Module 2

Historical BackgroundLifelong learning has been explored over time

by many scientists, scholars, and philosophers and has been viewed as a journey towards continued intellectual, social,and emotional development.

Plato Aristotle Dewey

-an “arduous” journey

-a move toward increased epistemic and moral enlightenment

-provides for “eudaimonia”, or lasting human happiness

-the main objective of education is the creation of “psychological dispositions” that encourage continual and critical learning

The Neo-liberal view

• Narrow, undemocratic, dehumanizing

The Freirean View• Education is a lifelong journey.

• Education is a political “enterprise”.

• Students are political participants, actively involved in shaping their lives (socially and politically).

• Freire encourages students and teachers to play an active role in shaping (and reshaping) the world around them.

• Humans are creators and re-creators of their experiences.

Social Change

Human Capital

• This construct of lifelong learning addresses unstable labor-market conditions.

• Human capital is consistent with the neo-liberal views.

• A worker with skills is referred to as human capital.

• Human capital theory overestimates worker skill in determining future employment.

Employability

• The authors argue that in the 21st century, workers need to be lifelong learners.

• This in turn, will require the continual upgrading of skills.

• Workers are likely to engage in a seamless process of education, training, and work.

To read more about employability skills, visithttp://www.conferenceboard.ca/education/learning-tools/pdfs/

esp2000.pdf

Globalization

Human Ontology

Critical Inquiry

Conclusions

Strengths and Suggestions

Additional Topics

• Open Systems Theory

• Generation Y

• Change Agents

Critical Questions

Questions

• How do teachers and administrators embrace change through acquiring new skills, thus achieving a level of critical transivity?

• Is your school environment an open system?

• How can teachers and administrators help their students to construct personal meaning through stages of critical inquiry?

References/Resources1. Emery J Hyslop-Margison, M Ayaz Naseem. Alberta Journal of

Educational Research. Edmonton: Winter 2007. Vol. 53, Iss. 4; pg.347 , 12 pgs.

2. Inuit Holistic Lifelong Learning Model:http://www.ccl-cca.ca/CCL/Reports/

RedefiningSuccessInAboriginalLearning/RedefiningSuccessModelsInuit.htm

Go to the middle of the page to explore the lifelong learning module.

3. Employability Skills

Morgan, G. (2006). Images of organization.

4.Videos about Life Long Learninghttp://www.youtube.com/v/STkoSAVeRFI&hl=en&fs=1

http://www.youtube.com/v/2CftjqyfeAk&hl=en&fs=1

Sample Evaluation of Manuscript FormArticle Review EDER 625 Manuscript identification: MSA1 Reviewer:

Global Evaluation: Reviewer’s Advice:Accept with minor corrections: _____Accept with major correction, but handled by editor: _____Revise and resubmit, or rewrite and resubmit for 2nd review: _____Not acceptable _____Tracked changes or scanned edits sent: Yes or No

Contribution to advancement of education: Conclusions:

Evaluation Gird and Components Excellent Very Good Good PoorContribution to leadership

Originality

Method

Central question

Theoretical framework

Data analysis

Interpretation

Substantiation

Structure of the argument

Conclusions

References

elementswww.animationfactory.com