What does it mean to be a lifelong learner?
Richard Kent
Suzhou Singapore International School
Overview Definitions Rationale Issues and debates The skills The IB’s conception Review the Learner Profile
What does it mean to be a lifelong learner? Lifelong learning has come of age‌ It is now featured in practically every imaginable agenda for social change, educational policy preamble and mission statement. (Bagnall, 2000)
Cradle to grave Lifelong learning should mean what the term plainly says: learning lasting for life – ‘cradle to grave’ – and so begins when we are born and embark on the adventure we are well programmed to pursue: learning (Hargreaves, 2004).
The skill & will To be able to continue learning independently throughout life, it is thought that one must have a sense of efficacy for learning and be a selfregulated learner (SRL); in other words, have the ‘skill and will’ to learn (Woolfolk, 2008,).
Sorry, no definition! To think that one can find an essential, basic or uncontestable definition of lifelong education is to embark upon a search for a chimera (Aspin & Chapman, 2000)
Look for it Aspin and Chapman (2000) advise: Rather than engaging in a ‘futile search’ for an uncontested definition of lifelong education, they suggest looking at the use of the term in the discourse of those who employ it
First, what does learning mean?
Complete the sentence starter Learning is‌
Can we agree a definition of learning? What is common to your statements? What are the significant differences? Can you write an agreed group definition?
At my school… Does your school have any agreements, statements or principles about: How students learn best? What teaching practices are promoted as most suitable to achieve the schools mission and vision? If not, does this cause any problems?
To what extent do you agree that‌ ď ł The academic community in education has yet to provide teachers with an agreed working vocabulary about learning, despite it being the core concept of the teaching profession (Hargreaves, 2004) .
The big 3 learning theories Writers on learning theory often identify three main perspectives. Watkins (2003) refers to these as: Learning is Being Taught (LBT) Learning is Individual Sense-making (LIS) Learning is Building Knowledge as part of doing things with Others (LBKO)
Three views of curriculum Kelly (2004) presents three curriculum models, informed by three different educational ideologies: Curriculum as content and education as transmission Curriculum as product and education as instrumental Curriculum as process and education as development
The IB and learning Which of the three theories of learning and three curriculum models best describes: ď ł Teaching practices supportive of lifelong learning?
ď ł The teaching practice advocated by the IB? (See Article 3 in the Handout)
Education of the whole person Each programme promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth, involving the traditions of learning in languages, humanities, sciences, mathematics and the arts.
(IB Towards a continuum, p.2)
Why is lifelong learning important? Coffield (1999) considers that a ‘powerful consensus’ has developed to the effect that ‘lifelong learning is a wonder drug or magic bullet, which on its own, will solve a wide range of educational, political and social ills.’
Why is lifelong learning important? Brainstorm some reasons why LLL is so current and important? Lifelong learning is important because‌
Look for it (again) Rather than engaging in a ‘futile search’ for an uncontested definition of lifelong education, look at the use of the term in the discourse of those who employ it (Aspin & Chapman, 2000).
How do different agencies think? In groups of three, each take a reading and summarise it for your group Reading 1 – UNESCO Reading 2 – OECD Reading 3 - European Union Compare & contrast the statements. What are the crucial issues for each agency?
Another big 3 Aspin and Chapman (2000) describe the ‘triadic nature’ of lifelong learning: for economic progress and development for personal development and fulfilment for social inclusiveness and democratic understanding and activity (See Article 1 in handout)
The IB rationale for LLL Review - Towards a continuum of international education, (Printed page 13. PDF page 19) What are the IB’s concerns: economic progress and development for personal development and fulfilment for social inclusiveness and democratic understanding and activity?
Plus three ‘sentiments’ Bagnall (2000) identifies three ‘progressive sentiments’ that have informed lifelong learning advocacy Individual Democratic Adaptive See article 2. In groups, each read one sentiment and summarise for the group
IB’s conception of LLL Considering the IB Mission Statement, Learner Profile and the statements about how students learn best. Which ‘progressive sentiment’ most accurately describes the IB conception of lifelong learning?
In the left corner… Bagnall (2000) concludes that: the three progressive sentiments are largely lost educational discourse is overwhelmingly framed by economic considerations
education is evaluated according to the extent it enhances the earning capacity of the individual
In the left corner… the liberatory emphasis is only evident for the ‘culturally privileged’
for the majority of persons, lifelong learning is becoming a process of fitting them into the contemporary cultural realities
He’s not alone… The predominantly economic interpretation of lifelong learning in the last ten years, however, has become problematic for many educators and practitioners who have come forward with such terms as “Lifelong (L)Earning” and “Learning to Earn” as their succinct criticism of the way the term is being promoted (UNESCO, 2001).
What skills are necessary st for life in the 21 Century? Can we find any general agreement on the skills deemed necessary to support LLL? Activity resources: ď ł Comparing Frameworks of 21st century themes
ď ł Readings 4 & 5
Which skills are common to the various frameworks? Activity resources ď ł Comparing frameworks and the IB Learner Profile ď ł Readings 7 - 10
A criticism - Too western? Sun (2008) argues that ‘Western thought and ways of thinking/learning/knowing have become dominant through its ‘scientific’ research. However, non-Western outlooks may offer immense potential.’
Cultural values Cultural values may support learning of particular traits or skills (Bullock, 2011) Are there any attributes in the learner profile that are a ‘poor fit’ with your school culture?
Not 3 but 4 Walker (2010) identified four main cultural areas where Eastern attitudes differ markedly from those of the West: Group or individual orientation Respect for authority Holistic or atomistic perspectives Taking risks
Individual – vs - Collective
International mindedness & lifelong learning The Learner Profile defines both international-mindedness and is a profile of the whole person as a lifelong learner (see Article 5). Is this problematic given the ideas about culture presented above?
Learner Profile Review ď ł Is the IB LP an adequate definition of what it means to be a lifelong learner in the 21st century for all students and staff in IB schools globally?
Some thoughts ď ł The IB conception of LLL is concerned with individual growth and development for which there is public benefit through the development of informed, active citizens. ď ł The IB conception of LLL is not an overtly economic interpretation emphasising instead the education of the whole person to play a role in the wider world, including the work place.
Some more thoughts ď ł There is general agreement in the literature about the skills necessary for LLL ď ł The IB programmes, through the inclusion of a second language, service components such as CAS in the DP, plus the trans-disciplinary themes and skills provide significant opportunities for students to develop 21st Century skills
Some questions Is the IB Learner Profile too western and individualistic? If so, is the IB learner Profile appropriate for all IB schools around the world?
The Learner Profile is also the IB’s definition of international-mindedness. However, if the LP is western and individualistic, is this not somewhat contradictory?
Some more questions Do parents and students value the IB Diploma for the holistic education or as a passport to ‘Lifelong Earning’ Do schools promote the IB programmes for their holistic education or as a passport to ‘Lifelong Earning’ by entry to prestigious universities? Are students in IB schools ‘culturally privileged’ in the manner suggested by Bagnall? If so, what issues does this raise?
3-2-1 Learner Profile Review Can you reach group agreement on: 3 current LP attributes that are crucial for LLL 2 attributes to include 1 LP current attribute to delete
Justify your choices
My 3-2-1 3. Inquirers, Principled & Communicators – I would be happy if my children & students demonstrated these qualities 2. Collaborative & Creative – they are currently implied but I think they are more central
1. Difficult but ‘Balanced’ because it could be considered an aspect of caring for self and others
Bibliography
Allen, M (2009), Culture and Assessment, Keynote speech to IB Asia Pacific Teacher’s Conference, Singapore, March 2009.
Aspin, D N & Chapman J D (2000), Lifelong learning: concepts and conceptions, International Journal of Lifelong Education, 19: 1, 2-19.
Bagnall, R G (2000), Lifelong learning and the limitations of economic determinism, International Journal of Lifelong Education, 19: 1, 20-35.
Coffield, F (1999), Breaking the Consensus: lifelong learning as social control, British Educational Research Journal, 25: 4, 479-499.
European Union (2007), Key Competences for Lifelong Learning: European Reference Framework, Luxembourg: Office for Official Publications of the European Communities.
Hargreaves, D H (2004), Learning for Life, Policy Press, UK.
International Baccalaureate Organization (2008a), Towards a continuum of international education, Cardiff: IBO.
International Baccalaureate Organization (2008b), Middle Years Programme: From principles into practice, Cardiff: IBO.
International Baccalaureate Organization (2006), IB learner profile booklet, Cardiff: IBO. Kelly, A V (2004), Curriculum, The: Theory and Practice. SAGE Publications, Accessed 17 March 2010 http://lib.myilibrary.com OECD (2007), Qualifications Systems: Bridges to Lifelong Learning, OECD. Partnership for 21st Century Skills (2009), The MILE Guide: Milestones for improving learning and education, Partnership for 21st Century Skills, Tucson. Sun, Qi (2008), Confucian educational philosophy and its implication for lifelong learning and lifelong education, International Journal of Lifelong Education, 27: 5, 559-578. UNESCO Institute for Education (2001), Revisiting lifelong learning for the 21st century, Hamburg