towards lifelong learning for all? (learning for meaning, meaning for inclusion) roberto carneiro...
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Towards Lifelong Learning for All?(learning for meaning, meaning for inclusion)
Roberto Carneiro
Catholic University of Portugal
EDEN 2006 ANNUAL CONFERENCE
Vienna, 16 June 2006
Homo faber-cultures of tools (technologies)
Homo socialis- cultures of group relation
Homo mediaticus- cultures of communication
Homo economicus-cultures of appropriationHomo conectus- cultures of networking
Homo figuralis-cultures of symbolim
Homo sapiens-cultures of interpretation (meaning)
Homo ludens- cultures of leisure and play
ONE SAME HUMAN PERSON, DIFFERENT HUMAN CULTURES
"How much life have we lost in living ? How much wisdom have we lost in knowledge ? How much knowledge have we lost in technology ?“
T. S. ELIOT (1888-1965)
LIFELONG LEARNING
KEY QUESTIONS!
(East of Eden ?)
THE VALUE CHAIN
INFORMATION KNOWLEDGE LEARNING MEANING
Simple
Quantitative
Product
Complex
Qualitative
Service
META
INFORMATION
META
KNOWLEDGE
META
LEARNING
META
DATA
MEANING (AND SENSE-BUILDING)
THE LOCUS OF ALL HUMAN ENDEAVOUR, THE PERSONAL AND ORGANISATIONAL QUEST:
Constructing Meaning, Finding a New Paradigm to
•Transformative Learning
•Deepening Consciousness (with others)
•Generating Social Capital
TWICE-BORN
COPING WITH INTEGRITY
People
Organisations•Ascending from Mechanics to Biology
•Learning through Communities of Practice
•Discovering the way to Metanoia
METANOIA
COPING WITH UNCERTAINTY
Learning to Live Together
RelationalSkills
Learning to Do
ResolutiveSkills
Learning to Be
InterpretativeSkills
LEARNING – A NEW PUZZLE, UNESCO 1996
Learning to Know
Cognitive
Skills
SolidarityHappinessSynthesisHumanWisdom
ConscienceEndeavourProductionLearnerVocational
Identity
SharingProcessingInformation
& Knowledge
DialogueBelongingCultural
Belonging
DiversityCommunityRights and Duties
ParticipationCitizenship
(The) OtherSelfHuman
Condition
TO LIVE TOGETHER
TO DOTO KNOWTO BELEARNING
LEARNING FOR MEANING (Carneiro, 2004)
A mismatch of variety and
connectedness
Increasing scopeand complexity
of systemic awareness
Increasing fragmentationof knowledge
and responsibility
CLASSICAL APPROACH NEW APPROACH
Initial Education for a lifetime
Status-ridden Knowledge
Inclusive Knowledge
What to teach How to teach
Where to learnWhen to learn
Flexible Learning throughout life
“Have-nots” “Haves”
THE WAY TO INCLUSIVE KNOWLEDGE
“What life have you if you have not life together?There is no life that is not in community”T. S. ELIOT (1888-1965)
LIFELONG LEARNING
A COMMUNITARIAN APPROACH
(East of Eden ?)
“The fact that we are social animals is not just an adventitious, accidental feature of our nature, but lies at the very core of what it is to be human. We simply could not live, could not continue our existence as humans, without our sociality.
(...) Human beings, in contrast to other social animals, do not just live in society, they produce society in order to live. We cannot know ourselves except by knowing ourselves in relation to others.”
M. Carrithers, “Why Humans Have Cultures”, 1992, p. 1-2
‘PRODUCERS’ OF COMMUNITY
CATEGORIES OF HUMAN ADVANCEMENT NEEDS
1. PERSONAL AND CULTURAL DEVELOPMENT
2. SOCIAL AND COMMUNITY DEVELOPMENT
3. PROFESSIONAL DEVELOPMENT AND SUSTAINABLE EMPLOYABILITY
LIFELONG LEARNING FOR ALL FOUR STRATEGIC DEVELOPMENTS
STUDY-TIME
ENTITLEMENTS
AFTER COMPULSORY
SCHOOLING
TEACHERS AT THE
CENTRE OF
LEARNING
OPPORTUNITIES
THE DUAL SYSTEM:OVERCOMING THE “TRUST GAP” BETWEEN COMPANIES AND SCHOOLS
NETWORKED LEARNING AND PARTNERSHIPS FOR LIFELONG EDUCATION
Learning: The Treasure Within, UNESCO, 1996-2006
A CHANGING LANDSCAPE
FROM ALL TAUGHT LEARNING
TO
SOME TAUGHT LEARNING
A LOT OF SELF-LEARNING
STRONG COMMUNITY LEARNING
INCREASED ASSISTED LEARNING
TECH-ENHANCED LEARNING
UNBUNDLING EDUCATION SERVICES WILL ALLOW FOR ENHANCED OPPORTUNITIES IN NEW LEARNING
Home
DIFFERENT LEARNING LOCI – UBIQUITOUS LEARNING
Home
On-the-move
WorkplaceSchool School Workplace
On-the-move
TEACHING AND LEARNING MODES
sametime
differenttimes
same place
differentplaces
traditionaltraditionalschoolschool
old-mediaold-mediadistance eddistance ed
shift orshift oryear-roundyear-roundeducationeducation
newnewlearninglearning
NEW LEARNING VS INDUSTRIAL EDUCATION
While the industrial model seeks growth based on expansion of inputs (low returns to scale condemned to diminishing returns), new learning inaugurates a new age of productivity growth and efficiency gains (growth in output per unit of input). This is achieved by “openness” – attribute that allows proper knowledge diffusion and uptake: from industry to service.
ADAPTIVE AND GENERATIVE LEARNING
ADAPTIVE “OLD” LEARNING
• Responding to environmental change
• Coping with threats• Reacting to symptoms• Capturing trends and
incorporating early signs of change
• Eliciting flexibility as prime value
GENERATIVE “NEW” LEARNING
• Expanding capabilities• Enhancing creativity• New ways of looking at the
environment• Adressing underlying
causes• Thinking differently• Anticipating futures
THE THREE EYES OF LEARNING PERSONAL AND SOCIAL TRANSFORMATION
• EYE OF SENSE
* perception, empirical, subject to “expansion”
• EYE OF REASON
* rational, conceptual, subject to “perfectioning”
• EYE OF CONTEMPLATION
* intuititive, emotional, subject to “deepening”
Three kinds of progress are significant for culture: progress in knowledge and technology; progress in the socialisation of man; progress in spirituality. The last is the most important…technical progress, extension of knowledge, does indeed represent progress, but not in fundamentals. The essential thing is that we become more finely and deeply human. Albert Schweitzer, The Teaching of Reverence for Life, p. 33, 41
(East of Eden ?)
LIFELONG LEARNING
A SENSE OF PURPOSE: CULTIVATING HUMANITY
The economics of knowledge:Why education is key for Europe’s success
Andreas Schleicher, The Lisbon Council 2006
“The reality is, people who depend the most on post-school education and training opportunities, such as the unemployed or those with low-skilled jobs, get the fewest training opportunities. People who have not completed upper secondary education are on average less than half as likely to be found in post-school education and training programmes in most European countries – and less than 25% as likely to be found there if they don’t have adequate tertiary education.”
Towards equality in lifelong learning – the opportunity gap – can we reinvent LLL and informal education to address the low-end needs of our societies?
Scenarios: delivery vs paradigm vs driver
Uniform
Segmented
Customised
Industry Globalisation
Bureaucracy
Market
Communities
Clockwork Orange
Knowledge Age
LearningSociety
New Humanism
NEW CITIZENSHIP: RIGHTS AND DUTIES
(breathing new life into our European social contract)
EDUCATION AS A RIGHT
LEARNING AS A DUTY
LEARNING OR
STUDYCREDITS
WORK AND
LEARNINGCONTRACTS
