towards lifelong learning for all? (learning for meaning, meaning for inclusion) roberto carneiro...

Towards Lifelong Learning for All?(learning for meaning, meaning for inclusion)

Roberto Carneiro

Catholic University of Portugal

EDEN 2006 ANNUAL CONFERENCE

Vienna, 16 June 2006

Homo faber-cultures of tools (technologies)

Homo socialis- cultures of group relation

Homo mediaticus- cultures of communication

Homo economicus-cultures of appropriationHomo conectus- cultures of networking

Homo figuralis-cultures of symbolim

Homo sapiens-cultures of interpretation (meaning)

Homo ludens- cultures of leisure and play

ONE SAME HUMAN PERSON, DIFFERENT HUMAN CULTURES

"How much life have we lost in living ? How much wisdom have we lost in knowledge ? How much knowledge have we lost in technology ?“

T. S. ELIOT (1888-1965)

LIFELONG LEARNING

KEY QUESTIONS!

(East of Eden ?)

THE VALUE CHAIN

INFORMATION KNOWLEDGE LEARNING MEANING

Simple

Quantitative

Product

Complex

Qualitative

Service

META

INFORMATION

META

KNOWLEDGE

META

LEARNING

META

DATA

MEANING (AND SENSE-BUILDING)

THE LOCUS OF ALL HUMAN ENDEAVOUR, THE PERSONAL AND ORGANISATIONAL QUEST:

Constructing Meaning, Finding a New Paradigm to

•Transformative Learning

•Deepening Consciousness (with others)

•Generating Social Capital

TWICE-BORN

COPING WITH INTEGRITY

People

Organisations•Ascending from Mechanics to Biology

•Learning through Communities of Practice

•Discovering the way to Metanoia

METANOIA

COPING WITH UNCERTAINTY

Learning to Live Together

RelationalSkills

Learning to Do

ResolutiveSkills

Learning to Be

InterpretativeSkills

LEARNING – A NEW PUZZLE, UNESCO 1996

Learning to Know

Cognitive

Skills

SolidarityHappinessSynthesisHumanWisdom

ConscienceEndeavourProductionLearnerVocational

Identity

SharingProcessingInformation

& Knowledge

DialogueBelongingCultural

Belonging

DiversityCommunityRights and Duties

ParticipationCitizenship

(The) OtherSelfHuman

Condition

TO LIVE TOGETHER

TO DOTO KNOWTO BELEARNING

LEARNING FOR MEANING (Carneiro, 2004)

A mismatch of variety and

connectedness

Increasing scopeand complexity

of systemic awareness

Increasing fragmentationof knowledge

and responsibility

CLASSICAL APPROACH NEW APPROACH

Initial Education for a lifetime

Status-ridden Knowledge

Inclusive Knowledge

What to teach How to teach

Where to learnWhen to learn

Flexible Learning throughout life

“Have-nots” “Haves”

THE WAY TO INCLUSIVE KNOWLEDGE

“What life have you if you have not life together?There is no life that is not in community”T. S. ELIOT (1888-1965)

LIFELONG LEARNING

A COMMUNITARIAN APPROACH

(East of Eden ?)

“The fact that we are social animals is not just an adventitious, accidental feature of our nature, but lies at the very core of what it is to be human. We simply could not live, could not continue our existence as humans, without our sociality.

(...) Human beings, in contrast to other social animals, do not just live in society, they produce society in order to live. We cannot know ourselves except by knowing ourselves in relation to others.”

M. Carrithers, “Why Humans Have Cultures”, 1992, p. 1-2

‘PRODUCERS’ OF COMMUNITY

CATEGORIES OF HUMAN ADVANCEMENT NEEDS

1. PERSONAL AND CULTURAL DEVELOPMENT

2. SOCIAL AND COMMUNITY DEVELOPMENT

3. PROFESSIONAL DEVELOPMENT AND SUSTAINABLE EMPLOYABILITY

LIFELONG LEARNING FOR ALL FOUR STRATEGIC DEVELOPMENTS

STUDY-TIME

ENTITLEMENTS

AFTER COMPULSORY

SCHOOLING

TEACHERS AT THE

CENTRE OF

LEARNING

OPPORTUNITIES

THE DUAL SYSTEM:OVERCOMING THE “TRUST GAP” BETWEEN COMPANIES AND SCHOOLS

NETWORKED LEARNING AND PARTNERSHIPS FOR LIFELONG EDUCATION

Learning: The Treasure Within, UNESCO, 1996-2006

A CHANGING LANDSCAPE

FROM ALL TAUGHT LEARNING

TO

SOME TAUGHT LEARNING

A LOT OF SELF-LEARNING

STRONG COMMUNITY LEARNING

INCREASED ASSISTED LEARNING

TECH-ENHANCED LEARNING

UNBUNDLING EDUCATION SERVICES WILL ALLOW FOR ENHANCED OPPORTUNITIES IN NEW LEARNING

Home

DIFFERENT LEARNING LOCI – UBIQUITOUS LEARNING

Home

On-the-move

WorkplaceSchool School Workplace

On-the-move

TEACHING AND LEARNING MODES

sametime

differenttimes

same place

differentplaces

traditionaltraditionalschoolschool

old-mediaold-mediadistance eddistance ed

shift orshift oryear-roundyear-roundeducationeducation

newnewlearninglearning

NEW LEARNING VS INDUSTRIAL EDUCATION

While the industrial model seeks growth based on expansion of inputs (low returns to scale condemned to diminishing returns), new learning inaugurates a new age of productivity growth and efficiency gains (growth in output per unit of input). This is achieved by “openness” – attribute that allows proper knowledge diffusion and uptake: from industry to service.

ADAPTIVE AND GENERATIVE LEARNING

ADAPTIVE “OLD” LEARNING

• Responding to environmental change

• Coping with threats• Reacting to symptoms• Capturing trends and

incorporating early signs of change

• Eliciting flexibility as prime value

GENERATIVE “NEW” LEARNING

• Expanding capabilities• Enhancing creativity• New ways of looking at the

environment• Adressing underlying

causes• Thinking differently• Anticipating futures

THE THREE EYES OF LEARNING PERSONAL AND SOCIAL TRANSFORMATION

• EYE OF SENSE

* perception, empirical, subject to “expansion”

• EYE OF REASON

* rational, conceptual, subject to “perfectioning”

• EYE OF CONTEMPLATION

* intuititive, emotional, subject to “deepening”

Three kinds of progress are significant for culture: progress in knowledge and technology; progress in the socialisation of man; progress in spirituality. The last is the most important…technical progress, extension of knowledge, does indeed represent progress, but not in fundamentals. The essential thing is that we become more finely and deeply human.  Albert Schweitzer, The Teaching of Reverence for Life, p. 33, 41

(East of Eden ?)

LIFELONG LEARNING

A SENSE OF PURPOSE: CULTIVATING HUMANITY

The economics of knowledge:Why education is key for Europe’s success

Andreas Schleicher, The Lisbon Council 2006

“The reality is, people who depend the most on post-school education and training opportunities, such as the unemployed or those with low-skilled jobs, get the fewest training opportunities. People who have not completed upper secondary education are on average less than half as likely to be found in post-school education and training programmes in most European countries – and less than 25% as likely to be found there if they don’t have adequate tertiary education.”

Towards equality in lifelong learning – the opportunity gap – can we reinvent LLL and informal education to address the low-end needs of our societies?

Scenarios: delivery vs paradigm vs driver

Uniform

Segmented

Customised

Industry Globalisation

Bureaucracy

Market

Communities

Clockwork Orange

Knowledge Age

LearningSociety

New Humanism

NEW CITIZENSHIP: RIGHTS AND DUTIES

(breathing new life into our European social contract)

EDUCATION AS A RIGHT

LEARNING AS A DUTY

LEARNING OR

STUDYCREDITS

WORK AND

LEARNINGCONTRACTS

MUITO OBRIGADO!

(Thank you very much!)

rc@cepcep.ucp.pt(for meaningful exchanges)