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Memento mori: is there room for death in lifelong learning?

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Abstract:

This article presents a groundwork for the benefit of making death more explicit in the knowledge domain and practice of lifelong learning. The existential notion of human mortality is discussed in relation to the prevailing cultural context, theoretical frameworks of human development, and the exercise of lifelong learning. Death is explored as a latent force that can advance learning agendas in adults. Death, as a constant theme in the human condition, can be an existential burden but a significant motivator as well. As a matter of comprehensibility, it is argued that the reality of death, or human finitude, must be incorporated into discourses of lifelong learning towards establishing a deeper sense of meaning to all educative and learning endeavors.

Document Type: Research Article

DOI: https://doi.org/10.1080/02601370902798996

Affiliations: The University of Georgia, USA

Publication date: 2009-05-01

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