Towards Lifelong Learning for All? (learning for meaning, meaning for inclusion) Roberto Carneiro Catholic Universit

1. Towards Lifelong Learning for All?(learning for meaning, meaning for inclusion)Roberto Carneiro Catholic University of Portugal EDEN 2006 ANNUAL CONFERENCE Vienna, 16 June 2006

2. Homo ludens- cultures of leisure and play Homo conectus- cultures of networking Homosapiens -culturesofinterpretation (meaning) ONE SAME HUMAN PERSON, DIFFERENT HUMAN CULTURES Homo faber -cultures of tools (technologies) Homo socialis- cultures of group relation Homo mediaticus- cultures of communication Homo figuralis-cultures of symbolim Homo economicus- cultures of appropriation

3. LIFELONG LEARNING KEY QUESTIONS! "How much life have we lost in living ?  How much wisdom have we lost in knowledge ? How much knowledge have we lost in technology ?“ T. S. ELIOT (1888-1965) (East of Eden ?)

4. THE VALUE CHAIN INFORMATION KNOWLEDGE LEARNING MEANING META INFORMATION META LEARNING META DATA META KNOWLEDGE Complex Qualitative Simple Service Quantitative Product

5. TWICE-BORN COPING WITH INTEGRITY METANOIA COPING WITH UNCERTAINTY MEANING (AND SENSE-BUILDING) THE LOCUS OF ALL HUMAN ENDEAVOUR, THE PERSONAL AND ORGANISATIONAL QUEST: Constructing Meaning, Finding a New Paradigm to • Transformative Learning • Deepening Consciousness (with others) • Generating Social Capital People • Ascending from Mechanics to Biology • Learning through Communities of Practice • Discovering the way to Metanoia Organisations

6. Learning to Know Cognitive Skills LEARNING – A NEW PUZZLE, UNESCO 1996 Learning to Be Interpretative Skills Learning to Do Resolutive Skills Learning to Live Together Relational Skills

7. LEARNING FOR MEANING (Carneiro, 2004) LEARNING TO BE TO KNOW TO DO TO LIVE TOGETHER Human Condition Self (The) Other Citizenship Participation Rights and Duties Community Diversity Cultural Belonging Belonging Dialogue Information & Knowledge Processing Sharing Vocational Identity Learner Production Endeavour Conscience Wisdom Human Synthesis Happiness Solidarity

8. A mismatch of variety and connectedness Increasing scope and complexity of systemic awareness Increasing fragmentation of knowledge and responsibility

9. What to teach Where to learn How to teach When to learn Flexible Learning throughout life Inclusive Knowledge “Have-nots” “Haves” THE WAY TO INCLUSIVE KNOWLEDGE CLASSICAL APPROACH NEW APPROACH Initial Education for a lifetime Status-ridden Knowledge

10. LIFELONG LEARNING A COMMUNITARIAN APPROACH “What life have you if you have not life together?There is no life that is not in community” T. S. ELIOT (1888-1965) (East of Eden ?)

11. ‘PRODUCERS’ OF COMMUNITY “The fact that we are social animals is not just an adventitious, accidental feature of our nature, but lies at the very core of what it is to be human. We simply could not live, could not continue our existence as humans, without our sociality. (...) Human beings, in contrast to other social animals, do not just live in society, they produce society in order to live. We cannot know ourselves except by knowing ourselves in relation to others.” M. Carrithers, “Why Humans Have Cultures”, 1992, p. 1-2

12. CATEGORIES OF HUMAN ADVANCEMENT NEEDS 1. PERSONAL AND CULTURAL DEVELOPMENT 2. SOCIAL AND COMMUNITY DEVELOPMENT 3. PROFESSIONAL DEVELOPMENT AND SUSTAINABLE EMPLOYABILITY

13. STUDY-TIME ENTITLEMENTS AFTER COMPULSORY TEACHERS AT THE SCHOOLING CENTRE OF LEARNING THE DUAL SYSTEM: OVERCOMING THE “TRUST GAP” BETWEEN COMPANIES AND SCHOOLS NETWORKED LEARNING AND PARTNERSHIPS FOR LIFELONG EDUCATION OPPORTUNITIES LIFELONG LEARNING FOR ALL FOUR STRATEGIC DEVELOPMENTS Learning: The Treasure Within, UNESCO, 1996-2006

14. A CHANGING LANDSCAPE FROM ALL TAUGHT LEARNING TO SOME TAUGHT LEARNING A LOT OF SELF-LEARNING STRONG COMMUNITY LEARNING INCREASED ASSISTED LEARNING TECH-ENHANCED LEARNING UNBUNDLING EDUCATION SERVICES WILL ALLOW FOR ENHANCED OPPORTUNITIES IN NEW LEARNING

15. DIFFERENT LEARNING LOCI – UBIQUITOUS LEARNING On-the-move On-the-move School Workplace Workplace School Home Home

16. TEACHING AND LEARNING MODES same place shift or year-round education traditional school same time different times old-media distance ed new learning different places

17. NEW LEARNING VS INDUSTRIAL EDUCATION While the industrial model seeks growth based on expansion of inputs (low returns to scale condemned to diminishing returns), new learning inaugurates a new age of productivity growth and efficiency gains (growth in output per unit of input). This is achieved by “openness” – attribute that allows proper knowledge diffusion and uptake: from industry to service.

18. ADAPTIVE “OLD” LEARNING Responding to environmental change Coping with threats Reacting to symptoms Capturing trends and incorporating early signs of change Eliciting flexibility as prime value GENERATIVE “NEW”LEARNING Expanding capabilities Enhancing creativity New ways of looking at the environment Adressing underlying causes Thinking differently Anticipating futures ADAPTIVE AND GENERATIVE LEARNING

19. THE THREE EYES OF LEARNING PERSONAL AND SOCIAL TRANSFORMATION • EYE OF SENSE • * perception, empirical, subject to “expansion” • EYE OF REASON • * rational, conceptual, subject to “perfectioning” • EYE OF CONTEMPLATION • * intuititive, emotional, subject to “deepening”

20. LIFELONG LEARNING A SENSE OF PURPOSE: CULTIVATING HUMANITY Three kinds of progress are significant for culture: progress in knowledge and technology; progress in the socialisation of man; progress in spirituality. The last is the most important…technical progress, extension of knowledge, does indeed represent progress, but not in fundamentals. The essential thing is that we become more finely and deeply human. Albert Schweitzer, The Teaching of Reverence for Life, p. 33, 41 (East of Eden ?)

21. The economics of knowledge:Why education is key for Europe’s successAndreas Schleicher, The Lisbon Council 2006 “The reality is, people who depend the most on post-school education and training opportunities, such as the unemployed or those with low-skilled jobs, get the fewest training opportunities. People who have not completed upper secondary education are on average less than half as likely to be found in post-school education and training programmes in most European countries – and less than 25% as likely to be found there if they don’t have adequate tertiary education.” Towards equality in lifelong learning – the opportunity gap – can we reinvent LLL and informal education to address the low-end needs of our societies?

22. Scenarios: delivery vs paradigm vs driver Learning Society Customised Communities Knowledge Age Segmented Market Clockwork Orange Uniform Bureaucracy Industry Globalisation New Humanism

23. EDUCATION AS A RIGHT LEARNING AS A DUTY NEW CITIZENSHIP: RIGHTS AND DUTIES(breathing new life into our European social contract) LEARNING OR STUDY CREDITS WORK AND LEARNING CONTRACTS

24. MUITO OBRIGADO! (Thank you very much!) rc@cepcep.ucp.pt (for meaningful exchanges)