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Second International Handbook of Lifelong Learning

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Cover of 'Second International Handbook of Lifelong Learning'

Table of Contents

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    Book Overview
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    Chapter 1 Towards a Philosophy of Lifelong Learning
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    Chapter 2 The Changing University, Lifelong Learning, and Personal Fulfilment
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    Chapter 3 Lifelong Learning: A Language Game in Search of Its Rules
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    Chapter 4 Organisational Contexts for Lifelong Learning: Individual and Collective Learning Configurations
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    Chapter 5 Democratic Inclusion and Lifelong Learning in a Globalising World
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    Chapter 6 On Learning and Cosmopolitanism in Education
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    Chapter 7 It Is the Person Who Learns
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    Chapter 8 Of Maestros and Muscles: Expertise and Practices at Work
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    Chapter 9 Continuing Professional Development and the Triadic Conception of Lifelong Learning
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    Chapter 10 Lifelong Education: Some Deweyan Themes
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    Chapter 11 Lifelong Learning: A Post-human Condition?
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    Chapter 12 Reflections on a Definition: Revisiting the Meaning of Learning
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    Chapter 13 Egalitarian Policy Formulation in Lifelong Learning: Two Models of Lifelong Education and Social Justice for Young People in Europe
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    Chapter 14 Focusing on the Heart: Lifelong, Life-Wide and Life-Deep Learning in the Time of HIV and AIDS
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    Chapter 15 Lifelong Learning, Mindfulness and the Affective Domain of Education
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    Chapter 16 Coming to Terms with the Learning Society: Between Autobiography and Politics
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    Chapter 17 Life Chances, Learning and the Dynamics of Risk in the Life Course
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    Chapter 18 Lifelong Learning and Life-Wide Work in Precarious Times: Reversing Policy-Making Optics
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    Chapter 19 Liquidation of Labour Markets and Adult Education in China
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    Chapter 20 Three Translations Revisited: Lifelong Learning in Singapore
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    Chapter 21 Lifelong Learning: Innovation, Policy and Institutions
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    Chapter 22 Higher Education and Lifelong Learning: Renewing the Educational and Social Mission of Universities in Europe
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    Chapter 23 The Institutionalisation of Lifelong Learning in Australia, Hong Kong and the United States: A Bridge to the Community or a Competitor to the University?
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    Chapter 24 Perspectives on Lifelong Learning in Africa
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    Chapter 25 Lifelong Learning and the Teaching Occupation: Tracking Policy Effects of Governing Ideas on Occupational(Re)Ordering
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    Chapter 26 Transformative Environmental Education Within Social Justice Models: Lessons from Comparing Adult Ecopedagogy Within North and South America
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    Chapter 27 Current Trends in Lifelong Learning in the Russian Federation: Current Developments
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    Chapter 28 Regulating the Professionals: Critical Perspectives on Learning in Continuing Professional Development Frameworks
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    Chapter 29 Lifelong Learning in OECD and Developing Countries: An Interpretation and Assessment
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    Chapter 30 No Royal Road: Mapping the Curriculum for Lifelong Learning
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    Chapter 31 Schools and Lifelong Learning: The Importance of Schools as Core Centres for Learning in the Community
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    Chapter 32 Schools and the Foundation for Lifelong Learning
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    Chapter 33 The Learning Journey: Lifelong Professional Learning for Leaders in Faith-Based Schools
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    Chapter 34 Lifelong Learning as a Reference Framework for Technical and Further Education
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    Chapter 35 Libraries, Literacies and Lifelong Learning: The Practices Within Higher Education Institutions
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    Chapter 36 Lifelong Learning: How Far Have We Come?
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    Chapter 37 Acquiring Knowledge, Skills, and Abilities Across a Lifetime by Transferring to One’s Own Practice
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    Chapter 38 The Contribution of the Adult Community Education Sector in Australia to Lifelong Learning
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    Chapter 39 Lifelong or Longlife? Learning in the Later Years
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    Chapter 40 Lifelong Learning to Revitalize Community Case Studies of Citizens’ Learning Initiatives in Japan
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    Chapter 41 Learning Cities and Learning Regions: Helping to Make the World a Better Place
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    Chapter 42 Lifelong Learning as a Flag of Convenience
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    Chapter 43 Lifelong Learning, Contemporary Capitalism and Postmodernity: A Selected Reading
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    Chapter 44 The Economic Context of Lifelong Learning
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    Chapter 45 Lifelong Learning as a Policy Process: A Case Study from Australia
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    Chapter 46 Informal Learning: A Vital Component of Lifelong Learning
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    Chapter 47 A Critical Approach to Work: The Contribution of Work-Based Learning to Lifelong Learning
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    Chapter 48 ‘Really Useful Knowledge’ or ‘Merely Useful’ Lifelong Learning?
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    Chapter 49 The Interplay Between Lifelong Learning and Vocational Education and Training
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    Chapter 50 Networking and Partnerships: Another Road to Lifelong Learning
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    Chapter 51 Universities, New Technologies and Lifelong Learning
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    Chapter 52 The Impact of Lifelong Learning on Organizations
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    Chapter 53 The Impact of Lifelong Learning on Communities
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    Chapter 54 Is Lifelong Learning Making a Difference? Research-Based Evidence on the Impact of Adult Learning
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    Chapter 55 Transformation or Accommodation? A Re-assessment of Lifelong Learning
Overall attention for this book and its chapters
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Citations

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Title
Second International Handbook of Lifelong Learning
Published by
Second International Handbook of Lifelong Learning, January 2012
DOI 10.1007/978-94-007-2360-3
ISBNs
978-9-40-072359-7, 978-9-40-072360-3
Authors

Aspin, David N, David N. Aspin, Judith D. Chapman

Editors

David N. Aspin, Judith Chapman, Karen Evans, Richard Bagnall

X Demographics

X Demographics

The data shown below were collected from the profiles of 11 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 165 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 2 1%
Netherlands 2 1%
Malaysia 1 <1%
Germany 1 <1%
Portugal 1 <1%
Australia 1 <1%
Canada 1 <1%
Belgium 1 <1%
Denmark 1 <1%
Other 0 0%
Unknown 154 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 28 17%
Student > Master 28 17%
Researcher 15 9%
Lecturer 15 9%
Student > Doctoral Student 15 9%
Other 36 22%
Unknown 28 17%
Readers by discipline Count As %
Social Sciences 76 46%
Arts and Humanities 13 8%
Business, Management and Accounting 6 4%
Linguistics 5 3%
Psychology 5 3%
Other 26 16%
Unknown 34 21%