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Lifelong learning: Established concepts and evolving values

OBJECTIVE: To summarise the concepts critical for understanding the content and value of lifelong learning (LL). METHODS: Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understandi...

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Autor principal: Talati, Jamsheer Jehangir
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4434437/
https://www.ncbi.nlm.nih.gov/pubmed/26019932
http://dx.doi.org/10.1016/j.aju.2013.11.001
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author Talati, Jamsheer Jehangir
author_facet Talati, Jamsheer Jehangir
author_sort Talati, Jamsheer Jehangir
collection PubMed
description OBJECTIVE: To summarise the concepts critical for understanding the content and value of lifelong learning (LL). METHODS: Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understanding of the importance of the basic concepts of LL. RESULTS: Autopoietic, continuous, self-determined, informal, vicarious, biographical, lifelong reflexive learning, from and for society, when supported by self-chosen formal courses, can build capacities and portable skills that allow useful responses to challenges and society’s new structures of governance. The need for LL is driven by challenges. LL flows continuously in pursuit of one agenda, which could either be citizenship, as is conventional, or as this article proposes, health. LL cannot be wholly centred on vocation. Continuous medical education and continuous professional development, important in their own right, cannot supply all that is needed. LL aids society with its learning, and it requires an awareness of the environment and structures of society. It is heavily vicarious, draws on formal learning and relies for effectiveness on reflection, self-assessment and personal shaping of views of the world from different perspectives. CONCLUSION: Health is critical to rational thought and peace, and determines society’s capacity to govern itself, and improve its health. LL should be reshaped to focus on health not citizenship. Therefore, embedding learning in society and environment is critical. Each urologist must develop an understanding of the numerous concepts in LL, of which ‘biographicisation’ is the seed that will promote innovative strategies.
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spelling pubmed-44344372015-05-27 Lifelong learning: Established concepts and evolving values Talati, Jamsheer Jehangir Arab J Urol Review OBJECTIVE: To summarise the concepts critical for understanding the content and value of lifelong learning (LL). METHODS: Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understanding of the importance of the basic concepts of LL. RESULTS: Autopoietic, continuous, self-determined, informal, vicarious, biographical, lifelong reflexive learning, from and for society, when supported by self-chosen formal courses, can build capacities and portable skills that allow useful responses to challenges and society’s new structures of governance. The need for LL is driven by challenges. LL flows continuously in pursuit of one agenda, which could either be citizenship, as is conventional, or as this article proposes, health. LL cannot be wholly centred on vocation. Continuous medical education and continuous professional development, important in their own right, cannot supply all that is needed. LL aids society with its learning, and it requires an awareness of the environment and structures of society. It is heavily vicarious, draws on formal learning and relies for effectiveness on reflection, self-assessment and personal shaping of views of the world from different perspectives. CONCLUSION: Health is critical to rational thought and peace, and determines society’s capacity to govern itself, and improve its health. LL should be reshaped to focus on health not citizenship. Therefore, embedding learning in society and environment is critical. Each urologist must develop an understanding of the numerous concepts in LL, of which ‘biographicisation’ is the seed that will promote innovative strategies. Elsevier 2014-03 2014-01-22 /pmc/articles/PMC4434437/ /pubmed/26019932 http://dx.doi.org/10.1016/j.aju.2013.11.001 Text en © 2014 Production and hosting by Elsevier B.V. on behalf of Arab Association of Urology. http://creativecommons.org/licenses/by-nc-nd/3.0/ This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
spellingShingle Review
Talati, Jamsheer Jehangir
Lifelong learning: Established concepts and evolving values
title Lifelong learning: Established concepts and evolving values
title_full Lifelong learning: Established concepts and evolving values
title_fullStr Lifelong learning: Established concepts and evolving values
title_full_unstemmed Lifelong learning: Established concepts and evolving values
title_short Lifelong learning: Established concepts and evolving values
title_sort lifelong learning: established concepts and evolving values
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4434437/
https://www.ncbi.nlm.nih.gov/pubmed/26019932
http://dx.doi.org/10.1016/j.aju.2013.11.001
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