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Epistemologies and Ethics in Adult Education and Lifelong Learning

Af: Richard G. Bagnall, Steven Hodge Engelsk Paperback

Epistemologies and Ethics in Adult Education and Lifelong Learning

Af: Richard G. Bagnall, Steven Hodge Engelsk Paperback
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This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.


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This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.


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Produktdetaljer
Sprog: Engelsk
Sider: 344
ISBN-13: 9783030949822
Indbinding: Paperback
Udgave:
ISBN-10: 3030949826
Kategori: Uddannelsesfilosofi og teori
Udg. Dato: 19 feb 2023
Længde: 0mm
Bredde: 148mm
Højde: 210mm
Forlag: Springer Nature Switzerland AG
Oplagsdato: 19 feb 2023
Forfatter(e): Richard G. Bagnall, Steven Hodge
Forfatter(e) Richard G. Bagnall, Steven Hodge

Kategori Uddannelsesfilosofi og teori

ISBN-13 9783030949822

Sprog Engelsk

Indbinding Paperback

Sider 344

Udgave

Længde 0mm

Bredde 148mm

Højde 210mm

Udg. Dato 19 feb 2023

Oplagsdato 19 feb 2023

Forlag Springer Nature Switzerland AG

Kategori sammenhænge