Recent orders
Lifelong Learning Process
Lifelong Learning Process
Section 1: Introduction
The magnitude of current social and economic change, the demographic pressures stemming from an ageing population, and the rapid transition of a knowledge-based society are all challenges that demand a new perspective to training and education under the realm of lifelong learning. The advent of high-functional systems, rapid technological changes, and information overload has created new challenges and problems for training and education. More advanced knowledge is acquired after the age of formal schooling has passed (10: 43). In a number of institutions, it is attained via educational processes, which do not focus on the traditional schooling.
Learning must be examined throughout the life because prior notions of a divided lifetime education accompanied by work are no longer tenable. Professional activities have become fluid in content and knowledge intensive to the extent that learning has become an integral part of adult work activities. Learning has become a new version of labor, and working tends to be a collaborative effort among peers and colleagues (7:56).
In the modern knowledge society, an educated individual is someone who is willing to embrace learning as a lifelong process. Learning has become part of living and a natural outcome of being alive and in contact with the world. Therefore, learners need not only instructions but also access to the world to have an opportunity to play a reasonable part in it. Therefore, workplace learning and school learning ought to be integrated.
Section two: Concepts of Lifelong Learning
Lifelong learning is an all-purpose learning activity, which is undertaken on a progressive basis with the goal of improving skills, knowledge, and competence. Higher education helps prepare students to be learners by developing specific skills and dispositions described by lifelong learning. Literature on lifelong learning conveys common themes that articulate characteristics that transform training and education into the concept of lifelong learning (1:24).
Section 3: Self-motivated learning
There is a strong emphasis on the need for people to take responsibility for their own learning. Therefore, lifelong learners are defined not by the form of training or education in which they are involved but their personal characteristics leading to that involvement. Experts have emphasized the value of locus of successful academic performance and control (8:82). Personal characteristics of people who are expected to engage in learning either formally or informally in their entire lives tend to acquire:
The necessary attitudes and skills for learning, particularly numeracy and literacy skills,
The confidence to learn and a feeling of engagement with the training and education system.
Motivation and willingness to learn.
Although training and education might have economic benefits for people, it is acknowledged that economic motivators are not primarily adequate to incentivize individuals to participate in training and education. Some motivational obstacles must be identified and addressed so that some individuals could participate in training and education. Although some of these factors are economic and can be tackled with financial aid, most people are deterred from participating in training and education by social and personal factors. While recognizing the factors acting as barriers and motivators to participate in training and education, lifelong learning tends to promote the engagement in learning for its sake and not for the purpose of employment. Therefore, the goal of engaging in learning seems to be more significant than the reason itself. This is viewed as recognition of the range of factors motivating people to engage in formal and informal learning and instrumental goals (4:20).
Section 4: A mechanical engineering concept
Drafting is a technical concept by which mechanical engineers design products and create instructions for manufacturing parts. Traditionally, the technical drawing was a hand-drawn schema illustrating all the necessary dimensions to produce a part, assemble the notes, a set of required materials and pertinent information. However, with the advent of technology, this concept has been modified and a computer model has replaced the hand-drawn schematic. Mechanical engineers creating technical drawings are often referred to as drafters. Historically, drafting has had two-dimensional process, but currently, computer aided programs enable the designers to create in three dimensions.
Section 5: Importance of lifelong learning
The past several years have witnessed an increase in interest to lifelong learning mostly because societal changes are triggered by information technology. Technologies are becoming increasingly complex, while knowledge is being produced and transformed at a rapid rate. Fixing a human heart or a car is considerably less complicated currently than it was generations ago. In some instances, employees tend to offer the training required and want employees to participate in the training.
Nevertheless, the American Society for Mechanical Engineers (ASME) staff cannot count on abandoning an organization that gave them their first job and training. Career enhancement and job mobility are contingent on progressing upgrade of skills for ASME staff. Therefore, individuals in work-involving skills such as ASME employees recognize that their future relies on their continuing expansion of skills even when their organizations are not offering the training for them (6:39).
In capitalist countries, former communist countries, and present communist ones, economics is the driving force of education in all levels and lifelong education. This applies to global competitiveness in business whereby the names of competing firms are shifting. However, besides economics, other factors that form the rationale for lifelong learning include enriching of human life. Humanity requires the ability to enrich and adopt the human culture broadly and deeply. Others may have passed with good grades but have minimal interest in widening their knowledge. A vast majority has taken music appreciation classes but has never attended a symbolic concert even when it is readily accessible. Often, schooling has been seen as a key factor in curtailing instead of stimulating people continuing interest in the sciences and the arts of the culture. This issue has attracted diverse views of politicians and philosophers who argue that the community must desire for each child what the better parent would desire for their children (3:28).
The other rationale for lifelong learning focuses on sustainability in the most profound sense: the ability to sustain life in the world. Until recently, the world was immersed in bloodshed because of wars. Currently, people are peacefully assembled in the same world. The current century cannot lull anyone that the world is ending. Instead, the human race has had to choose between catastrophe and education. The problems of the world are complex. This is because substantial historical lessons can be easily misunderstood, while the cultural and national contexts that encapsulate people can sow the bad seeds of discontent and mistrust among people (9: 36). This justifies the need for continuous learning in a world where ubiquitous information technology has replaced obstacles to global competition. However, it is even more vital for continuous learning to take place so that people could increase their collective level of intelligence and understanding about the issues they face as a human race. This is their best opportunity to get out of the current century alive and successful.
Section 6: Challenges in lifelong learning
There is an assurance that people developing applications and hardware will continue to make progress. The extension of these resources will promote lifelong learning as determined by the ability to overcome various challenges like:
Access – A big number of populations lacks access to Internet resources. This has fallen sharply among people in rural areas, especially impoverished rural zones.
Disposition – The fact that there is greater opportunity for lifelong learning through the Internet should not lead people to presume that the opportunities will be embraced. This demands a major radical change in the instructional programs of schools to affect the student’s continuous learning (2:26).
Capability: For years, people who have thought carefully about education have realized that everyone needs to become his/her own teacher. The disposition of desire to learn must match the capability. Formal learning programs must incorporate explicit focus on the involvement of self-directed learning. The best success indicator is the recognition that students no longer need teachers. The issue of capability is broadened by the use of the Internet. The Internet is a huge resource filled with the best and the worst information that human beings can acquired. It contains errors, truths, the worthless, and the valuable (5:37).
Section 7: Conclusion
Lifelong learning and training are essential problems for the current and future information worlds. Unfortunately, these issues require complex answers and facts to enumerate successes and failures. To recognize the complexity of the problems associated with lifelong learning requires that individuals reinvent, rethink, and pool resources in the future. The viewpoint of lifelong learning is more than continuing education and training because it forces people to reinvent their schools and universities. People ought to understand the co-evolutionary processes between basic human activities and their interdependencies and relationships with the new media (10: 44).
They need progress and an in-depth understanding of innovative systems, new theories, assessment, and practices. People must also create new physical aspects, intellectual spaces, new reward structures, and new organizational forms to make lifelong learning a vital component of human life. This requires organizations, groups, and individuals to partake and experience these new forms. For the risk takers, using their imagination and creativity to explore alternative ways of learning is an inevitable practice.
Section 8: References
Andain, Ian, and Murphy Gerard. Creating lifelong learners: Challenges for education in the 21st century. Cardiff: International Baccalaureate. 2008
Chapman, Judith. School, Community and Lifelong Learning. London: Continuum International Pub. Group. 2008
Evans, Karen. Learning, work, and social responsibility: Challenges for lifelong learning in a global age. Dordrecht: Springer. 2009
Field, John. Lifelong learning and the new educational order. Stoke-on-Trent [u.a.: Trentham. 2006
Field, John. Social capital and lifelong learning. Bristol: Policy Press. 2010
Naimpally, Ashok, and Ramachandran Hema. Lifelong learning for engineers and scientists in the information age. London: Elsevier. 2012
Scales, Peter. Teaching in the lifelong learning sector. Maidenhead: Open University Press. 2013
Sharma, Tara C. Meaning of lifelong learning. New Delhi, India: Sarup & Sons. 2011
Wankel, Charles. University and corporate innovations in lifelong learning. Charlotte, N.C: IAP – Information Age Pub. 2008
Williams, Michael. Citizenship education and lifelong learning: Power and place. Hauppauge, N.Y: Nova Science Publishers. 2013
Life Long Process
Lifelong Learning Process
Name
Institution
Date
Lifelong Learning Process
Section 1: Introduction
The magnitude of current social and economic change, the demographic pressures stemming from an ageing population, and the rapid transition of a knowledge-based society are all challenges that demand a new perspective to training and education under the realm of lifelong learning. The advent of high-functional systems, rapid technological changes, and information overload has created new challenges and problems for training and education. More advanced knowledge is acquired after the age of formal schooling has passed (10: 43). In a number of institutions, it is attained via educational processes, which do not focus on the traditional schooling.
Learning must be examined throughout the life because prior notions of a divided lifetime education accompanied by work are no longer tenable. Professional activities have become fluid in content and knowledge intensive to the extent that learning has become an integral part of adult work activities. Learning has become a new version of labor, and working tends to be a collaborative effort among peers and colleagues (7:56).
In the modern knowledge society, an educated individual is someone who is willing to embrace learning as a lifelong process. Learning has become part of living and a natural outcome of being alive and in contact with the world. Therefore, learners need not only instructions but also access to the world to have an opportunity to play a reasonable part in it. Therefore, workplace learning and school learning ought to be integrated.
Section two: Concepts of Lifelong Learning
Lifelong learning is an all-purpose learning activity, which is undertaken on a progressive basis with the goal of improving skills, knowledge, and competence. Higher education helps prepare students to be learners by developing specific skills and dispositions described by lifelong learning. Literature on lifelong learning conveys common themes that articulate characteristics that transform training and education into the concept of lifelong learning (1:24).
Section 3: Self-motivated learning
There is a strong emphasis on the need for people to take responsibility for their own learning. Therefore, lifelong learners are defined not by the form of training or education in which they are involved but their personal characteristics leading to that involvement. Experts have emphasized the value of locus of successful academic performance and control (8:82). Personal characteristics of people who are expected to engage in learning either formally or informally in their entire lives tend to acquire:
The necessary attitudes and skills for learning, particularly numeracy and literacy skills,
The confidence to learn and a feeling of engagement with the training and education system.
Motivation and willingness to learn.
Although training and education might have economic benefits for people, it is acknowledged that economic motivators are not primarily adequate to incentivize individuals to participate in training and education. Some motivational obstacles must be identified and addressed so that some individuals could participate in training and education. Although some of these factors are economic and can be tackled with financial aid, most people are deterred from participating in training and education by social and personal factors. While recognizing the factors acting as barriers and motivators to participate in training and education, lifelong learning tends to promote the engagement in learning for its sake and not for the purpose of employment. Therefore, the goal of engaging in learning seems to be more significant than the reason itself. This is viewed as recognition of the range of factors motivating people to engage in formal and informal learning and instrumental goals (4:20).
Section 4: A mechanical engineering concept
Drafting is a technical concept by which mechanical engineers design products and create instructions for manufacturing parts. Traditionally, the technical drawing was a hand-drawn schema illustrating all the necessary dimensions to produce a part, assemble the notes, a set of required materials and pertinent information. However, with the advent of technology, this concept has been modified and a computer model has replaced the hand-drawn schematic. Mechanical engineers creating technical drawings are often referred to as drafters. Historically, drafting has had two-dimensional process, but currently, computer aided programs enable the designers to create in three dimensions.
Section 5: Importance of lifelong learning
The past several years have witnessed an increase in interest to lifelong learning mostly because societal changes are triggered by information technology. Technologies are becoming increasingly complex, while knowledge is being produced and transformed at a rapid rate. Fixing a human heart or a car is considerably less complicated currently than it was generations ago. In some instances, employees tend to offer the training required and want employees to participate in the training.
Nevertheless, the American Society for Mechanical Engineers (ASME) staff cannot count on abandoning an organization that gave them their first job and training. Career enhancement and job mobility are contingent on progressing upgrade of skills for ASME staff. Therefore, individuals in work-involving skills such as ASME employees recognize that their future relies on their continuing expansion of skills even when their organizations are not offering the training for them (6:39).
In capitalist countries, former communist countries, and present communist ones, economics is the driving force of education in all levels and lifelong education. This applies to global competitiveness in business whereby the names of competing firms are shifting. However, besides economics, other factors that form the rationale for lifelong learning include enriching of human life. Humanity requires the ability to enrich and adopt the human culture broadly and deeply. Others may have passed with good grades but have minimal interest in widening their knowledge. A vast majority has taken music appreciation classes but has never attended a symbolic concert even when it is readily accessible. Often, schooling has been seen as a key factor in curtailing instead of stimulating people continuing interest in the sciences and the arts of the culture. This issue has attracted diverse views of politicians and philosophers who argue that the community must desire for each child what the better parent would desire for their children (3:28).
The other rationale for lifelong learning focuses on sustainability in the most profound sense: the ability to sustain life in the world. Until recently, the world was immersed in bloodshed because of wars. Currently, people are peacefully assembled in the same world. The current century cannot lull anyone that the world is ending. Instead, the human race has had to choose between catastrophe and education. The problems of the world are complex. This is because substantial historical lessons can be easily misunderstood, while the cultural and national contexts that encapsulate people can sow the bad seeds of discontent and mistrust among people (9: 36). This justifies the need for continuous learning in a world where ubiquitous information technology has replaced obstacles to global competition. However, it is even more vital for continuous learning to take place so that people could increase their collective level of intelligence and understanding about the issues they face as a human race. This is their best opportunity to get out of the current century alive and successful.
Section 6: Challenges in lifelong learning
There is an assurance that people developing applications and hardware will continue to make progress. The extension of these resources will promote lifelong learning as determined by the ability to overcome various challenges like:
Access – A big number of populations lacks access to Internet resources. This has fallen sharply among people in rural areas, especially impoverished rural zones.
Disposition – The fact that there is greater opportunity for lifelong learning through the Internet should not lead people to presume that the opportunities will be embraced. This demands a major radical change in the instructional programs of schools to affect the student’s continuous learning (2:26).
Capability: For years, people who have thought carefully about education have realized that everyone needs to become his/her own teacher. The disposition of desire to learn must match the capability. Formal learning programs must incorporate explicit focus on the involvement of self-directed learning. The best success indicator is the recognition that students no longer need teachers. The issue of capability is broadened by the use of the Internet. The Internet is a huge resource filled with the best and the worst information that human beings can acquired. It contains errors, truths, the worthless, and the valuable (5:37).
Section 7: Conclusion
Lifelong learning and training are essential problems for the current and future information worlds. Unfortunately, these issues require complex answers and facts to enumerate successes and failures. To recognize the complexity of the problems associated with lifelong learning requires that individuals reinvent, rethink, and pool resources in the future. The viewpoint of lifelong learning is more than continuing education and training because it forces people to reinvent their schools and universities. People ought to understand the co-evolutionary processes between basic human activities and their interdependencies and relationships with the new media (10: 44).
They need progress and an in-depth understanding of innovative systems, new theories, assessment, and practices. People must also create new physical aspects, intellectual spaces, new reward structures, and new organizational forms to make lifelong learning a vital component of human life. This requires organizations, groups, and individuals to partake and experience these new forms. For the risk takers, using their imagination and creativity to explore alternative ways of learning is an inevitable practice.
Section 8: References
Andain, Ian, and Murphy Gerard. Creating lifelong learners: Challenges for education in the 21st century. Cardiff: International Baccalaureate. 2008
Chapman, Judith. School, Community and Lifelong Learning. London: Continuum International Pub. Group. 2008
Evans, Karen. Learning, work, and social responsibility: Challenges for lifelong learning in a global age. Dordrecht: Springer. 2009
Field, John. Lifelong learning and the new educational order. Stoke-on-Trent [u.a.: Trentham. 2006
Field, John. Social capital and lifelong learning. Bristol: Policy Press. 2010
Naimpally, Ashok, and Ramachandran Hema. Lifelong learning for engineers and scientists in the information age. London: Elsevier. 2012
Scales, Peter. Teaching in the lifelong learning sector. Maidenhead: Open University Press. 2013
Sharma, Tara C. Meaning of lifelong learning. New Delhi, India: Sarup & Sons. 2011
Wankel, Charles. University and corporate innovations in lifelong learning. Charlotte, N.C: IAP – Information Age Pub. 2008
Williams, Michael. Citizenship education and lifelong learning: Power and place. Hauppauge, N.Y: Nova Science Publishers. 2013
Life of John Milton
Life of John Milton
John Milton was born in December 1608 in London. He was brought up at the Bread Street of Cheapside. Other than being a scrivener, his father, Jam Milton Sr. was a real estate investor. The financial affluence of Milton’s family allowed him to achieve education in classical languages initially by private tutors at his home such as called Thomas Young (Duran 218). This was followed by an enrolment into St. Paul’s School in 1620. When Milton joined the school its chief master was Alexander Gill (Duran 218).
In 1625, he joined the Christ College in Cambridge and despite his hardworking nature, he was argumentative and this led into his suspension from the school due to a disagreement he had with his instructor William Chappell (Duran 220). As he was serving suspension, Milton developed an interest in plays which led to his first incursions in poetry. When he went back to college he was assigned a different instructor, Nathaniel Tovey. Despite the change, life in the institution was not comfortable due to the feeling of dislike from fellow students. While at the institution, the students referred to him as The Lady of Christ’s. This was because he concentrated much on his studies withdrawing himself from typical male activities such as sports, and this he refers to in the sixth of his prolusions (Duran 222). Milton had developed a negative attitude towards the curriculum arguing that it was mediocre (Shawcross 60).
When Milton acquired his M.A. at Cambridge, he decided to retire back to his family’s home in London at Horton Hammersmith. While at home he conducted private studies and composed his literary works ranging from poems to prose. One of the reasons why he was reluctant to seek employment was because of the patronage he enjoyed from his father’s investments (Shawcross 61). During this period his poem On Shakespeare was made public with the progression of time, Milton kept developing more literary works and from the time when his first poem was published his L,Allegro and II Penseroso were also published. These companion poems were composed as poetic versions of his prolusions. In 1634, Milton’s first opera Comus, was performed at Ludlow Castle (Lewalski 53-54). The Opera was however published anonymously in 1637 while the background music was famed by the then famous court composer Henry Lawes (Forsyth 67).
Milton’s interest in joining the church as a minister in while in London was negatively influenced by among other factors the sentiments by Archbishop of Canterbury William Laud who by enforcing and establishing ecclesiastical and other religious regulations drew Milton away from the church. One of the best sources on Milton’s perspective on this vocation is Sonnet VII which states reasons for choosing poetry over church ministry (Lewalski 54). The year 1637 can be said to be tragic to Milton since he lost his mother and later his friend, Edward King, through sicknesses and other unpleasant circumstances. His mother dies earlier that year and was buried at Horton. After a few months Milton received news that there was a ship that was wrecked in the seas and his friend King was among the passengers on board who died by drowning. The sad memories of his friend led to the composition of the poem Lycidas which was later published in 1638 as part of a memorial collection in Cambridge (Lewalski 55).
Being a young man with sizeable amount of wealth it was a common thing for Milton and other in the same class as his to occasionally take trips and tours to different countries. Milton made a decision to take a trip around Europe. His tour began in the spring of 1638 when he went to France and met one of the famous scholars of that time Hugo Grotius before proceeding to Italy. Milton’s Italian Journey began in Florentine where he met with the then famous scientist and thinker Galileo who was then under house arrest. As part of his tour, he visited Rome where he became a guest to Cardinal Barberini, who was a relative to the Pope. His friendship with the cardinal enabled him to acquire access to the Vatican library. He also visited Naples where he met Giovani Batista, the famous biographer of Torquato Tasso. In the honour of this great biographer and friend Milton wrote Mansus (Lewalski 55).
When he left Italy he travelled to Switzerland and upon arrival at Geneva, he received news about the demise of one of his friends Charles Diodati back in London. During this period in 1939, there were rumours of looming civil war in England. This made him shorten his tour and he decided to go back to his home in London. As a way of moaning his childhood friend Diodati, he composed a Latin poem Epitaphium Damonis (Duran 222). He then decided to settle in England in late 1939. During this time the civil war was brewing especially under the leadership and the personal rule of Charles 1 (Forsyth 40). By 1940 Milton was leaving poetry to write pamphlets about puritanism as a cause with the right aspects of liberty (Forsyth 41).
Works cited
Forsyth, Neil. John Milton: A Biography. Oxford: Lion, pp. 40-41, 67-68, 2008. Print.
Duran, Angelica. A Concise Companion to Milton. Malden, MA: Blackwell Pub, pp, 218,
222, 224, 2007. Internet resource.
Lewalski, Barbara K. The Life of John Milton: A Critical Biography. Malden, MA:
Blackwell, pp. 53-55, 2003. Internet resource
Shawcross, John T. John Milton: The Self and the World. Lexington, Ky: University Press of
Kentucky, pp. 60-61, 2001. Print.
Duran, Angelica. A Concise Companion to Milton. Malden, MA: Blackwell Pub, 2007. Internet resource.