LLinE Lifelong Learning in Europe

Orientation 2/2008

EDUCATING WITH THE BRAIN IN MIND
Educational neuroscience provides evidence that can support lifelong learning and inform educational policy and practice. But are we educating with the brain in mind?

Bruno della Chiesa
LONG LIVE LIFELONG BRAIN PLASTICITY!
Neuroscience has established that the brain has a well-developed capacity to change in response to environment: its plasticity, which is a core feature of the brain throughout life. During “sensitive periods”, particular types of learning are most effective. But many skills can be acquired equally well at any time. Learning can also be an effective way to counteract the brain’s reduced functioning.

Sue Pickering
LEARNING ACROSS THE LIFESPAN: WHAT CAN RESEARCH IN NEUROSCIENCE AND COGNITION TELL US ABOUT ADULT EDUCATION?
When something is learned it causes changes in the physical structure of our brains and alters the way that the brain functions. The writer considers some of the ways in which our brains and our cognition contribute to the learning process. Evidence from neuroscience and cognition are discussed particularly with regard to neural plasticity and working memory.

Rudolf Tippelt and Aiga von Hippel
LIFELONG LEARNING AND BRAIN IN ADULTHOOD
Many empirical findings of brain research are similar to the experiences and didactic principles in adult education. Neuroscience with its imaging techniques can illuminate how learning occurs and suggest which techniques may facilitate learning. The writers connect complementary findings of neuroscience and adult learning and discuss some practical implications for adult educators and learners.

Kristiina Kumpulainen
NETWORKING FOR THE PROMOTION OF A NEW INTERDISCIPLINARY FIELD: EDUCATIONAL NEUROSCIENCE
A new Finnish network will bring together educators, researchers, employers, policy-makers and other stakeholders for the promotion of scientific research knowledge within the multidisciplinary field of learning, education and the brain. The network will contribute to the development of the interdisciplinary field of research - educational neuroscience.

THE EU PRESIDENCY: FRENCH ADULT EDUCATION
In this issue LLinE introduces the adult education field in France, which holds the EU presidency from 1 July to 31 December, 2008.

Jean-Marie Mignon
POPULAR EDUCATION IN FRANCE
The goal of popular education is to widen access to knowledge and culture to the greatest number of people outside the traditional school system and within the framework of association-based non-formal education.

Jean-Paul Géhin
CONTINUING EDUCATION IN FRANCE. AN OVERVIEW OF THE CONTEMPORARY FRAMEWORK
The writer considers the legal framework as well as the different ideas and models that have underpinned adult education practices and policies in France from the 1950s to the present day.

LLinE Profile: Renée David Aeschlimann
LIFELONG LEARNING THROUGH THE EYES OF A JOURNALIST
The new member of the LLinE International Editorial Board discusses her experiences of adult education through her work as a journalist writing about French and European adult education and social issues since the 1980s.

TEACHER EDUCATION IN EUROPE
This year LLinE is publishing a series of articles on the latest scenarios for development of teacher education in Europe.

Joan Whitehead
TOWARDS A CONTINUUM OF LEARNING: REFLECTIONS ON TEACHER EDUCATION REFORMS IN ENGLAND
How best to prepare new teachers for their responsibilities in schools has evoked a plethora of reforms in teacher education in England over the past 25 years. A recognition of the need for continuous professional development in order to secure constant quality has led to a conception of the profession as one engaged in a continuum of lifelong learning. It is this which is informing policy and establishing closer links between initial teacher training and continuing professional development.

Sonia Blandford
TEACH FIRST, AN INNOVATION IN INITIAL TEACHER EDUCATION
Teach First combines the expertise of corporations, schools, education agencies and Higher Education Institutions to educate and develop teachers for challenging London schools. Corporate involvement in initial teacher training and continuing professional development in schools will provide new opportunities for academics and practitioners engaged in school practice.

LLINE INTERVIEW
RECLAIMING DEMOCRACY, RECLAIMING OUR PLACE IN ADULT EDUCATION AND THE WORLD. INTERVIEW WITH PROFESSOR PETER MAYO
The dominant adult education discourse is part of the discourse concerning lifelong learning which places the onus on individuals to take charge of their own learning. There is an over-emphasis on adult education for work and more precisely for ‘employability’ which does not necessarily mean employment. Peter Mayo talks to Juha Suoranta about lifelong learning, civil society, and radical adult education.