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Epistemologies and ethics in adult education and lifelong learning / Richard G. Bagnall, Steven Hodge.

9783030949808 (electronic bk.)
303094980X (electronic bk.)
9783030949792
3030949796

Cham : Palgrave Macmillan, [2022]

©2022

English

1 online resource.

10.1007/978-3-030-94980-8 doi

LC5219 .B34 2022

374.001

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.

Includes bibliographical references and index.

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Online resource; title from PDF title page (SpringerLink, viewed February 24, 2022).

Palgrave studies in adult education and lifelong learning. 2524-6321

Print version: 9783030949792

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