Demography, Social Structure and Learning through Life

Autor/in	van der Veen, Ruud
Titel	Demography, Social Structure and Learning through Life
Quelle	In: International Journal of Lifelong Education, 29 (2010) 4, S.415-425 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Development; Social Change; Technological Advancement; Western Civilization; Adult Education; Adult Learning; Futures (of Society); Group Unity; Perspective Taking; Lifelong Learning; Social Structure; Demography; Social Isolation; Individualism; Individual Development; Urban Environment + Suchen Sie Ihr Suchwort? Entwicklung; Sozialer Wandel; Technological development; Technologische Entwicklung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Future; Society; Zukunft; Gruppenidentität; Zukunftsperspektive; Life-long learning; Lebenslanges Lernen; Sozialstruktur; Demografie; Soziale Isolation; Individualismus; Individuelle Entwicklung; Stadtökologie
Abstract	The modernisation of the Western world during the last two centuries has been a mix of industrialisation/computerisation and urbanisation. Consequently, reports on the future of adult learning and adult education have been a mix on the one hand of the learning requirements that follow from industrialisation/computerisation and on the other hand, learning requirements for the support of social cohesion and individual development in an urbanised society. After an emphasis in the last decades on the relation between industrialisation and learning, the report "Learning through Life" swings back to a more balanced approach. Unfortunately the report gives not so much attention to broader themes such as social cohesion, individualisation and social exclusion but narrows its focus more on specific "demographic" themes such as the risk of social exclusion for older adults. Moreover, possibly because the authors are eager to formulate policy recommendations, they continue an idealistic tradition. Personally I prefer a more sociological analysis, at a certain distance from high educational purposes and ideals, and instead trying to understand the world as it is. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10