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It is important to address the key social and cultural theorisations around issues such as freedom, democracy, knowledge and instrumentalism that impact the university and its relationship with and to the arts. This book maps out various ways in which the arts and creative practices are manifest in contemporary university-based adult education work, be it the classroom, in research or in the community. It is divided into three sections that reflect the normative structure or 'three pillars' of the contemporary university: teaching, research and service. The focus is on a programme that stems from the university's mission and commitment to encouraging its graduates to become more engaged citizens, willing to think critically and creatively about issues of global import, social justice and inequality. The Storefront 101 course, a free University of Calgary literature course for 'non-traditional' adult learners, aims to involve students in active dialogic processes of learning and civic and cultural engagement. Using the concept of pop-up galleries, teacher education is discussed. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, and outlines current arts-based theories and methodologies. It provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. A more holistic and organic approach to lifelong learning is facilitated by a 'knowing-through-doing' approach, which became foregrounded as a defining feature of this project.
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
This book looks at how local history developed from the antiquarian county studies of the sixteenth century through the growth of ‘professional’ history in the nineteenth century, to the recent past. Concentrating on the past sixty years, it looks at the opening of archive offices, the invigorating influence of family history, the impact of adult education and other forms of lifelong learning. The book considers the debates generated by academics, including the divergence of views over local and regional issues, and the importance of standards set by the Victoria County History (VCH). Also discussed is the fragmentation of the subject. The antiquarian tradition included various subject areas that are now separate disciplines, among them industrial archaeology, name studies, family, landscape and urban history. This is an account of how local history has come to be one of the most popular and productive intellectual pastimes in our modern society.
10 In a new ‘Age of Enlightenment’: challenges and opportunities for museums, cultural engagement and lifelong learning at the University of Glasgow 1 Maureen Park Inspiration and enjoyment are powerful motivators to learning, and the unique importance and extraordinary diversity of the collections held in university museums are undoubtedly a potent resource to this end. (UMG, 2004: ii) D uring the last forty years a revolution has taken place in the role of many of our museums. Once defined as centres of culture and learning, they are now adopting an extra
3 Becoming a real data scientist: expertise, flexibility and lifelong learning Ian Lowrie ‘How do I spend my time, as a student?’ Kyrill, a graduate student at the new Higher School of Economics (HSE) department of computer science, repeated my question back to me. He seemed not overly impressed at its incisiveness, but probably wanted to be polite and give a real answer. ‘Well, I guess I learn, you know? I also teach, some. And I spend a lot of time with computers.’ He paused, thinking it over for a while as I placed my coffee order with the waitress in what he
find themselves open to critical scrutiny and obliged to show value for money. Higher education is a universally acknowledged main seat of learning. We turn to this in the next chapter. Yet learning is also increasingly important in the region, at least in the sense that lifelong learning in ‘the learning region’ has become 29 MUP_Osborne_Final.indd 29 30/07/2013 15:50 towards mode two knowledge production an almost automatic policy precept. It is especially salient in the language and policies of the EU. Here and throughout the book we ask what it really means
of a learning city or region, and seek as one of their principal objectives to coordinate and harness the capacities of all stakeholders in education, business, the public sector and civil society around the unifying principle of lifelong learning (Longworth and Osborne 2010). The RCEs are doing this in the particular domain of sustainable development. Analysis of the objectives of the specific RCEs shows universities working with a wide range of stakeholders in their regions. Being part of an RCE in itself requires universities to have provided evidence of a
), The Making of an Adult Educator (San Francisco: Jossey-Bass). Knowles, M. S. and Associates (1984), Andragogy in Action: Applying Modern Principles of Adult Learning (San Francisco: Jossey-Bass). Kolb, D. A. (1984), Experiential Learning: Experience as a Source of Learning and Development (Englewood Cliffs, NJ: Prentice Hall). Lebel, J. (1978), ‘Beyond andragogy to geragogy’, Lifelong Learning: The Adult Years 1 (9), 16–28. Nunn, J. F. (1996), Ancient Egyptian Medicine (London: British Museum Press). Page, A. (1983), Ancient Egyptian Figured Ostraca in the Petrie
The chapter focuses on the development of the concept from the expansive UNESCO notion of lifelong education (LLE) to the more economic oriented one of lifelong learning (LLL) as propounded by the OECD and EU. It concludes by arguing for the broadening of the concept of LLL if it is to contribute to the realisation of the UN’s Sustainable Development Goals (SDGs) and the idea of education as a public good.
The concept of the learning region is central to the way of problem-solving. Like 'lifelong learning' the term is used variously and carelessly. This book explores the meaning and importance of the learning region. Not all universities warm to such local-regional engagement. The unwise pride of global forces and nations undermines it; but even the most prestigious and 'global' university has a local footprint and ever-watchful neighbours. The book arises from the work of PASCAL, an international non-governmental network Observatory. Its name exploits echoes of philosophical depth as well as technical modernity of language, taking the concepts of Place, Social Capital and Learning together with the vital connecting conjunctions of And, to define its mission. At the heart of the story is PASCAL's experience of working with multiple regions and their universities on their experience with engagement. The book examines in turn several central strands mainly of policy but also of process that are illuminated by the PASCAL Universities and Regional Engagement (PURE) project. The PURE processes and outcomes, despite limitations and severe disruption by forces located outside the region and often too the nation, show the potential gain from international networking and shared activities. The book also discusses internal arrangements within the administration before turning to external relations: both with the university and tertiary sector and with other stakeholders in the private and third sectors. Regional innovation systems require entrepreneurialism inside government, higher education and training, as well as within industry from small and medium enterprises to multinationals.