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“A superb new understanding of the dynamic economy as a learning society, one that goes well beyond the usual treatment of education, training, and R&D.”—Robert Kuttner, author of The Stakes: 2020 and the Survival of American Democracy Since its publication Creating a Learning Society has served as an effective tool for those who advocate government policies to advance science and technology. It shows persuasively how enormous increases in our standard of living have been the result of learning how to learn, and it explains how advanced and developing countries alike can model a new learning economy on this example. Creating a Learning Society: Reader’s Edition uses accessible language to focus on the work’s central message and policy prescriptions. As the book makes clear, creating a learning society requires good governmental policy in trade, industry, intellectual property, and other important areas. The text’s central thesis—that every policy affects learning—is critical for governments unaware of the innovative ways they can propel their economies forward. “Profound and dazzling. In their new book, Joseph E. Stiglitz and Bruce C. Greenwald study the human wish to learn and our ability to learn and so uncover the processes that relate the institutions we devise and the accompanying processes that drive the production, dissemination, and use of knowledge . . . This is social science at its best.”—Partha Dasgupta, University of Cambridge “An impressive tour de force, from the theory of the firm all the way to long-term development, guided by the focus on knowledge and learning . . . This is an ambitious book with far-reaching policy implications.”—Giovanni Dosi, director, Institute of Economics, Scuola Superiore Sant’Anna “[A] sweeping work of macroeconomic theory.”—Harvard Business Review
This open access book presents contemporary perspectives on the role of a learning society from the lens of leading practitioners, experts from universities, governments, and industry leaders. The think pieces argue for a learning society as a major driver of change with far-reaching influence on learning to serve the needs of economies and societies. The book is a testimonial to the importance of ‘learning communities.’ It highlights the pivotal role that can be played by non-traditional actors such as city and urban planners, citizens, transport professionals, and technology companies. This collection seeks to contribute to the discourse on strengthening the fabric of a learning society crucial for future economic and social development, particularly in the aftermath of the coronavirus disease.
This is a book with a difference: it produces a completely new perspective on lifelong learning and the learning society and locates them within humanity itself. Five themes run through this book: Humankind has always been aware of the imperfections of human society: as a consequence, it has looked back to a mythological past and forward to a utopian future that might be religious, political, economic or even educational to find something better. Lifelong learning as we currently see it is like two sides of the same coin: we learn in order to be workers who produce, and learn we have a need to consume. We then devour the commodities we have produced, whilst others take the profits! One of the greatest paradoxes of the human condition has been the place of the individual in the group/community, or conversely how the groups allow the individual to exist rather than stifle individuality Modernity is flawed and the type of society that we currently have, which we in the West call a learning society, is in need of an ethical overhaul in this late modern age. There is a need to bring a different perspective – both political and ethical – on lifelong learning and the learning society in order to try to understand what the good society and the good life might become. In Democracy, Lifelong Learning and the Learning Society, the third volume of his trilogy on lifelong learning, Professor Jarvis expertly addresses the issues that arise from the vision of the learning society. The book concludes that since human beings continue to learn, so the learning society must be a process within the incomplete project of humanity. All three books in the trilogy will be essential reading for students in education, HRD and teaching and learning generally, in addition to academics and informed practitioners. The Lifelong Learning and the Learning Society Trilogy Volume 1: Towards a Comprehensive Theory of Human Learning Volume 2: Globalisation, Lifelong Learning and the Learning Society Volume 3: Democracy, Lifelong Learning and the Learning Society Peter Jarvis is an internationally renowned expert in the field of adult learning and continuing education. He is Professor of Continuing Education at the University of Surrey, UK, and honorary Adjunct Professor in Adult Education at the University of Georgia, USA.
This book is an ambitious attempt to address issues of knowledge production and sharing through a better understanding of knowledge and learning processes at a sectorial level.
First published in 1999, this volume recognises that lifelong and continuing education is one of the main issues on the educational stage. In the United Kingdom it is a key feature of the government’s educational initiative as reflected in the Green Paper, ‘The Learning Age: a Renaissance for a New Britain’ [DfEE, 1988]. This book provides a range of contributions to the current debate from academic practitioners. It includes both theoretical discussions and empirically-based studies. Lifelong learning continues to raise important educational questions which are relevant in many countries. These include issues concerning how to enable individuals to reach their potential for self-fulfilment; how to ensure that educational opportunities are interesting and available to all; and how to ensure that a nation’s workforce is adaptable and well-educated. Each chapter explores a dimension of such fundamental questions.
Annotation Finding considerable achievements of the Competency-Based Education movement to be in jeopardy, educators from Britain and the US contribute a capability perspective. They draw on the experiences of the different groups within the movement to seek greater conceptual and methodological clarity about the nature of competence and capability and its assessment, to help practitioners deliver it more effectively. There is no index. Annotation c. Book News, Inc., Portland, OR (booknews.com)
This volume is the first reader on video games and learning of its kind. Covering game design, game culture and games as twenty-first-century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age.
Designing the Just Learning Society presents an historically attuned and critical theoretical inquiry into the discourse of the learning society, providing a coherent framework for understanding how adults learn in the key domains of human interaction: state, civil society, and workplace. Grappling with contemporary issues, Welton, of Athabasca University, Canada, explores the way power and money distort learning in civil society, the workplace and in cultural life. He asserts that achieving a just learning society calls for collective action to transform organisational and associational life with the recognition that human beings have the capacity for self-determination and self-expression. Welton contends that the alleged emergence of a 'knowledge society' or a 'learning society' cannot be accepted as either new or good, and that 'learning' is not an essentially good thing. Indeed, that learning is harnessed in the modern world to the money-code and channels human energies and capacities in destructive directions. This passionate text speaks directly to an important area of professional and scholarly debate in adult education worldwide and, by engaging many voices, allows the reader to enter into the dialogue.