Later life learning from experience: the cross-cultural importance of ‘life reviews’ in seniors’ lifelong education and learning

Lifelong education for seniors is becoming a significant policy focus because of factors relating to the global aging society phenomenon. Yet the modern ‘educational demoralisation’ that can result from informal experiential learning not being sufficiently valued or encouraged, may also apply to later life learning—typically manifest as a ‘fear of ageing’ as well as ageism. This is especially so in contexts where policymakers tend to just mainly focus on the worrying economic, health and other …

Lernkompetenz oder Learning Literacy? Kommunikation, Lernen und E-Learning als widersprüchliche Anforderung an bildungsferne Erwachsene

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Pädagogik im Netz

One of the challenges in the pedagogical use of new technologies is gaining understanding of the babylonic confusion of new concepts and terms. The author enumerates some of the most essential terms. His key questions are: Does e-learning really change education and learning fundamentally? Is the acquisition of knowledge by electronic means really totally different from most traditional ways? – „Computers don’t teach. Only educators do“.

Learning in social relationships? A Contribution to Contented Aging?

Illeris, Knud: Transformative Learning and Identity. 2014

Lifelong Learning és a demokráciára való nevelés

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Stichwort: "Intimacy of learning" - eine gesellschaftliche Herausforderung

[Illeris, Knud: The Three Dimensions of Learning. 2004]

[Illeris, Knud: The Three Dimensions of Learning. 2004]

[Illeris, Knud: The Three Dimensions of Learning. 2004]