LIFELONG LEARNING - THE OLD PARADIGM NEWLY DESIGNED? (Uczyc sie przez cale zycie: stary paradygmat w nowej szacie?)
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Lifelong learning is an ambiguous, incoherent, not decisively defined, scattered, controversial phenomenon, but nowadays not indifferent to pedagogues, psychologists, sociologists, economists, political science experts, who from the perspective of their disciplines and various theories re- and deconstruct it. I have identified four phases in the development of lifelong learning in the 20th century: 1. birth and development of political-educational idea after World War I, 2.lifelong learning as a principle of reforming education: the 1960s and 1970s, 3. moratorium: the 1980s, 4. political consensus - pedagogical ambiguity: nowadays. The analyzed period saw development of the concept of lifelong learning from the form of a simple canon, through the multi-sounds of polyphony to a cacophony of meanings, which on the one hand indicates the richness of that idea and practice, and, on the other hand - leads to terminological chaos and blurring the subject of research. The earlier objections to the concept of lifelong learning hold also today in relation to learning as a lifelong process: the lack of precise definition of the notion increases the difficulties in telling the difference between educational practices, and the eclecticism is the result of lack of criteria for selection of lifelong learning practices and theories. These drawbacks are accepted today in the name of postmodernism, but the questions whether they serve its theory well remains open.
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