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Lifelong learning or lifelong yearnings: a new design for teaching and learning
Abstract
This paper briefly discusses the historical development of lifelong learning and poses questions as to its managerial applicability in daily practice. It also identifies the various alternative paradigms of renewing the teacher's education, curriculum etc. for structural changes in educational systems. It is the management of pedagogy often accomplished through distance learning, e-learning, continuing education, home schooling, correspondence courses and post-graduate courses. Lifelong learning and lifelong yearnings are very important to one's sense of youthfulness and vitality. It is a process which involves receiving technical information or developing skills to move beyond rhetoric and become a reality.
... "Intuition is a direct relation, analogous to visual seeing, between the mind and something abstract and not normally accessible to the physical senses in the public domain"[5] and "it is a spiritual faculty and does not explain, but simply points the way" [6]. Perhaps this could be the reason why Robert Graves quoted that "intuition is the supra-logic that cuts out all the routine processes of thought and leaps straight from the problem to the answer" [33]. Therefore, intuition is a faculty of the human spirit. ...
... Theretore, intuition is a spiritual faculty [6] and explains how it works. The human spirit can see the direction shown by the guiding spirit and enables man to leap straight from problem to answer [33]. Therefore any creativity man exhibits does not really belong to him. ...
... Societal and economic changes are shifting this established relationship though, such that many workers have returned to educational centres to acquire new competencies and update skills that may have become obsolete in the modern labour environment, which grows more complex everyday. Recent studies, therefore, point to a clear link between professional careers and virtual learning (Allan, 2007), citing the concept of lifelong learners (Patra, 2010;Van Rosmalen et al., 2008). In this sense, e-learning might offer a useful tool to address the academic needs that have emerged according to the self-regulated learning concept (Narciss et al., 2007;Van den Boom et al., 2004). ...
Nowadays, universities are making a great effort orienting their strategies to the market. In this line, they are adopting new technologies and even offering virtual degrees. This research tries to analyse whether the market orientation of virtual universities leads them to increase student's trust towards the institution, the affective and calculative commitment of the students and, in summary, the future intention to use of the services that University provides. These issues are of great interest because of the increasing competition in educational market brought by the European Space for Higher Education and widely use of new technologies.
... The policies and regulations for lifelong learning are based on observations confirming that knowledge obtained in nursing school becomes outdated over time (Patra, 2010). In countries where a significant number of nurses pursue lifelong learning, additional benefits have been reported. ...
The quality of nursing care in developing countries is poor, and attempts to improve it through continuing education programs are under way. Nurses' orientation toward lifelong learning has not been explored, despite its potential effect on the success of such programs.
The Jefferson Scale of Physician Lifelong Learning (JSPLL) was used to measure orientation toward lifelong learning among 200 nurses at Uganda's national hospital.
Most participants had fair orientation (52%) toward lifelong learning (JSPLL mean score = 36.8 [SD = 7.2]) and rated their skills in self-directed learning as good or excellent (44%). Reported barriers to lifelong learning included patient workload, lack of mentors, lack of library resources, and lack of computer skills. Nurses' orientation toward lifelong learning was significantly associated with professional experience (p ≤ .05), age (p ≤ .05), and education level (p ≤ .01).
In Uganda, nurses' orientation toward lifelong learning remains low, and this has implications for successful implementation of continuing education programs for nurses.
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