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Care or Control?: Defining Learners' Needs for Lifelong Learning

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Concerns about non-participation in lifelong learning may indicate an emerging moral authoritarianism arising from pessimism about the future. Low expectations of potential for social progress, human agency and learners' motivation to take part in formal learning, exacerbate moves towards a ‘minimalist pedagogy’ regulated by government agencies and encourages the idea that lifelong learning should be compulsory for adults ‘at risk’.
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Keywords: Lifelong learning; minimalist pedagogy

Document Type: Research Article

Affiliations: Department of Education, University of Newcastle

Publication date: 01 December 1999

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