Learning for life

Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' radical analysis challenges the myth that lifelong learning can or should be separated - in any sense - from school education. It asks the critical question: what changes in thinking, policy and practice are needed for the culture and process of lifelong learning, as visualised by David Blunkett, to become a reality?

Zusammenfassung
Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' radical analysis challenges the myth that lifelong learning can or should be separated - in any sense - from school education. It asks the critical question: what changes in thinking, policy and practice are needed for the culture and process of lifelong learning, as visualised by David Blunkett, to become a reality? Starting with a clear, unequivocal statement that whether people are motivated to learn beyond the end of compulsory education, and have the capacity to do so, depends very much on what happens to them during the school years, the author explores ways in which policy and practice at school level will need to change in order to meet the crucial challenge of sparking and sustaining a person's motivation and capacity to learn throughout life.