Acta Iadertina, Vol. 19 No. 2, 2022.
Pregledni rad
https://doi.org/10.15291/ai.4146
Review and Analysis of Criticism of the Concept of Lifelong Education
Anita LUKENDA
orcid.org/0000-0002-7169-4199
; Studij pedagogije, Sveučilište u Mostaru, Mostar, Bosna i Hercegovina
Ana Marija IVELJIĆ
orcid.org/0009-0002-6961-5399
; Odjel za pedagogiju, Sveučilište u Zadru, Zadar, Hrvatska
Sažetak
The aim of the paper is focused on the review and analysis of criticism
directed at the concept of lifelong education developed under the auspices
of UNESCO, and refers to its first developmental phase during
the 1970s. By working on the documentation, criticisms were singled
out that were primarily related to theoretical reflections on the concept
and from which characteristics such as the (un)clear definition of lifelong
education, the inclusion of unintentional forms of learning, the
role of teachers in realizing the concept, etc. come to the fore. Overview
of criticisms of the concept it is primarily based on the views of representatives
of radical criticism, and then on the criticisms of members of
the analytical philosophy of education. As a result, answers to the criticisms
expressed by the proponents of the concept of lifelong education
are presented. In order to achieve as objective a review and analysis of
criticism as possible, critics of the concept of lifelong education of the
author, who were also its advocates, were singled out. Radical views
on the realization of lifelong education within the framework of the
system, as well as the claims of representatives of the philosophy of education
on the arbitrary definition and understanding of the concept,
stimulated further questions about the elaboration of the concept so
that the highest possible level of agreement and common understanding
of the goals is achieved in the educational discourse, and consequently,
the course of action for the purpose of its implementation. The
same is not possible without respecting the existing characteristics of
national education systems, which should have as its ultimate goal the
creation of assumptions for responding to the educational needs of each
individual, and is actually a reflection of the humanistic origin of the
concept.
Ključne riječi
analytical philosophy of education; critical pedagogy; lifelong learning; UNESCO
Hrčak ID:
296314
URI
Datum izdavanja:
23.3.2023.
Posjeta: 524 *