世界实践中的终身学习理解和实施策略比较 --兼谈欧盟、日本和美国终身学习实施的特点

从国际实践比较来看,不存在一个"终身学习"的公认概念或权威理解,各国在实施终身学习战略时都表现出鲜明的特色.如欧盟强调终身学习的目的是培养公民的欧洲精神,促进欧盟一体化,将终身学习作为经济社会发展的综合战略;日本强调终身学习是为满足人们休闲的需要和精神的提高,其推行仰赖于垂直式的机构管理和"由中心带动"的做法;美国的终身学习更强调经济和功利的一面,其运行机制是市场机制.     

Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective

Abstract

The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.     

An Adequate Education in a Globalised World? A Note on Immunisation Against Being–Together

The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and the concrete techniques and strategies that accompany the establishment of this space of higher education, invite the inhabitants of that space to see themselves as entrepreneurial and autonomous entities. In the second part we show how this specific kind of subjectivation (this production of subjects), related as it is to this globalised space, involves what we call an immunisation that also affects our thinking and our ideas in and about education. To refer to this as a kind of immunisation implies that globalisation could in fact be considered a closing or enclosing rather than an opening up. We argue, therefore, that this immunisation needs to be refused in favour of the invention of other kinds of subjectivity, other ways of speaking and writing about the world and about education, such that we relate to ourselves in a different way.     

农村社区家长终身学习价值、困境及路径摭论

终身学习是每个人的终身课题,是获得生存和发展的重要基石。农村社区家长终身学习具有多方面的价值,具体归纳为满足个体诉求、提升家庭教育理性以及促进学习型社会建立。目前,农村社区家长终身学习面临困境,主要表现为畏难情绪困扰、学习氛围缺失、社会支持服务不足。基于此困境,提出“克服情绪障碍,形成乐观学习态度”“宣传‘终身学习’理念,营造学习氛围”“完善社会支持服务,提供学习条件保障”的解决路径,以期为农村社区家长终身学习扫清障碍,从而促进个体、家庭和社会的共同发展。     

Lifelong Learning in Social Work Education: A Review of the Literature and Implications for the Future

Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice.     

Teaching Social Work in a Global Context: Models of International Social Work Learning Experiences

This article examines three models of international social work learning experiences through the lens of Gray’s (2005) three paradoxical processes: indigenization, universalism, and imperialism.