Lifelong Learning in Late Modernity: The Challenges to Society, Organizations, and Individuals

Lifelong learning has recently re-emerged as one of the "hottest" topics in public discussion about the organization of education and training for adults in the 21st century. The almost unopposed return of "lifelong learning" to the policy agenda demands an analysis of the dynami...

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Bibliographic Details
Published inAdult education quarterly (American Association for Adult and Continuing Education) Vol. 49; no. 2; pp. 79 - 90
Main Author Hake, Barry J.
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA Sage Publications 01.12.1999
SAGE PUBLICATIONS, INC
Subjects
Access to Education
Adult Education
Adult Learning
Adults
Communication (Thought Transfer)
Continuing Education
Individual Development
International Organizations
Interpersonal Relationship
Learning Organizations
Lifelong Learning
Modernism
Research and Development
Social Development
Social Life
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Summary:Lifelong learning has recently re-emerged as one of the "hottest" topics in public discussion about the organization of education and training for adults in the 21st century. The almost unopposed return of "lifelong learning" to the policy agenda demands an analysis of the dynamics of what is now generally understood as "late modernity." This paper examines current theories of late modern societies in terms of their implications for understanding the pre-eminence of lifelong learning. It argues that late modernity is the period of social development in which lifelong learning becomes the necessary. condition of survival. Societies, organizations and individuals have to learn in order to survive in the lifelong learning society. In particular the focus is upon the implications of new theoretical perspectives for the formulation of key research questions about adult and continuing education in the "lifelong learning society." The first section addresses key theoretical perspectives in the literature of late modernity. Attention then turns to issues concerning the societal organization of social allocation and the distribution of opportunities to participate in lifelong learning. This is followed by a discussion of the emergence of learning organization as specific arenas for the location of lifelong learning in late modern societies. Attention is focused subsequently on the biographical competencies which individuals require in order to manage their learning careers and participation in lifelong learning.
ISSN:0741-7136
1552-3047
DOI:10.1177/074171369904900201