Giorgio Bertini
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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Category Archives: Lifelong learning
Learning 2 Learn Handbook for Facilitators
Between November 2008 and October 2010, a European network of seven organisations has joined its efforts to develop, implement and analyse innovative approaches in the field of non-formal adult education aimed at the development of the competence enabling the learners … Continue reading
Posted in Facilitation, Handbook, Learning to learn, Lifelong learning
Tagged facilitation, handbook, learning-to-learn, lifelong learning
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Rhizoactivity – Toward a Postmodern Theory of Lifelong Learning
Read Although the loss of certainty in the age of postmodernism is questioning knowledge production in general, the emerging discourse of lifelong learning demands a different theory of adult learning in particular. This article aims to offer a conceptual tool … Continue reading
Creating Learning – A Korean Drummer’s Lifelong Quest to be the Best
Read In this article, the author interrogates how one famous Korean traditional drummer Mr. Myong-hwan Kim’s lifelong learning is affected by the sociocultural and historical context as it contributes to the construction of his life. This article analyzed an oral … Continue reading
Posted in Adult learning, Arts, Lifelong learning
Tagged adult learning, arts, lifelong learning
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Lifelong Learning Foresight
Read Foresights lean towards an increasing focus on individuals and bottom up and decentralised processes for innovation in learning. Despite institutional resistance to change, education systems slowly adapt to a changing scenario in which the emancipatory power of technologies coupled … Continue reading
Curiosity – A Link to Assessing Lifelong Learning
Are colleges and universities placing graduates in the workforce whose functionality quickly diminishes, or are they developing graduates who continue to learn and upgrade their skills in accord with the evolution of their respective occupations? Curiosity likely is one piece … Continue reading
Posted in Curiosity, Curiosity-based learning, Education, Lifelong learning
Tagged curiosity, lifelong learning
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Lifelong learning: signs, discourses, practices
Lifelong learning: signs, discourses, practices This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic … Continue reading
A democracy we can eat: a livelihoods approach to TVET policy and provision
In Southern Africa, theories of adult education have remained modelled on imported paradigms. The urgency of particularly the first of the Millennium Development Goals, ‘to eradicate extreme poverty and hunger’ generally translates into policy and provision of skills training based … Continue reading
Innovation, Informational Literacy and Lifelong Learning – Creating a new Culture
Read This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a … Continue reading
Posted in Innovation, Lifelong learning, Web 2.0
Tagged ict, innovation, lifelong learning
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Future Learning – Connecting Workplace Learning and Vocational Education and Training to Lifelong Learning
The recognition that workplaces are learning environments has become widespread in both research and policy circles, but workplace learning is often absent from debates about lifelong learning. Similarly, vocational education and training (VET) is also referred to as a separate … Continue reading
Posted in Future learning, Lifelong learning, Training
Tagged future learning, training
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Communities generating Learning as a side effect
This learning territory is based on the assumption that any time an individual participates in a (virtual) community activity, whether this activity has a direct educational scope or not, some kind of learning is taking place, both as far as … Continue reading
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