Any setting can contribute to learning, and learning theories must account for settings, enculturation, and social contributions. Theories of learning in informal or "natural" settings must be quite distinct from existing theories of formal learning. (SK)

John Dewey believed that all genuine learning comes about through experience. This introduction to Dewey's work explains Dewey's theories regarding knowledge and intellectual development, the acquisition of a body of facts versus learning scientific ways of treating experience, and the significance of Dewey's theories on informal learning centers…

The anniversary of the "International Journal of Lifelong Education" can participate in a conceptual landslide from lifelong education to lifelong learning. Contemporary discourses of lifelong learning etc. are abstractions behind which new functions and agendas for adult education are set. The ideological discourse of recent policies…

It is argued in this paper that, while newborn infants are ignorant of the the life-ways of the society into which they are born, by age 3 children have become socialized participants of their culture. It is the thesis of the discussion that the rapid development of babies into participants of society is accomplished through a finely tuned…

A model is presented to help clarify the concept of lifelong learning. Constructed on the idea that an operational definition of lifelong learning should be based on the locus of control for making decisions about the goals and means of learning, the model is a two-by-two matrix of learner and institution that represents four identified situations…

If colleges and universities are to remain vital and if lifelong learning is to mean anything, partnerships between colleges and other institutions associated with learning will be required. The challenge is to link existing university learning with informal learning centers, such as museums, focusing on technological change. (MSE)

Nonformal education is compared to formal and informal education and viewed in relation to two explanatory frameworks assessing underdevelopment in Latin America. The frameworks--dependency liberation and deprivation development--also provide direction to nonformal efforts, described as generally weak and ineffective as a primary means of…

Interviews with directors at five Ontario summer camps found that three camps exposed children to stereotypes of Indigenous peoples and to cultural appropriation. This is inconsistent with goals of educating campers about and showing respect for Indigenous cultures. Given the current issues of land-claims and Aboriginal rights, non-Indigenous…

A member of the Canadian Aboriginal women's vocal ensemble Asani describes how the group's songs, words, and performances address and deconstruct Aboriginal stereotypes. These stereotypes include misconceptions of how Aboriginal people should look and dress, the status and accomplishments of Aboriginal women, the extent of their education and…

Examined is the historical role of museums in Brazil and their relationship to formal and informal precollege education. A transition to a more active role in education for museums is discussed. (CW)

Sometimes, the incidental, in-between, hang-loose, unstructured times in classrooms are teachers' and students' best times together. Examples are songs sung together before the bell rings for assembly, the anecdotes children share before daily morning exercises begin, and the complicated hand/clap/chants students teach each other in the "free…

Trends such as technological innovation, downsizing, self-managed teams, and continuous learning imply that in continuing education technical content must be considered in the context in which skills are used. Knowledge of learning processes and workplace socialization suggests that formal training and informal learning must be integrated to…

Two kinds of teaching/learning theories in higher education, formal and informal, are examined critically. It is argued that the contribution of formal theory is often ignored in favor of an amateur approach to instructional improvement driven by institutional imperatives, the rewarding of compliance over risk taking, and trivialization of the…

Discusses why the Japanese term "otaku" (an obsession with the information exchanged via computers) is preferable to the American term "geek." Discusses a set of pedagogical beliefs and practices that geeks and otaku have in common, which are the antithesis of those of the typical U.S. high school. (SR)

Simplicity study circles examine how the American preoccupation with affluence destroys individual lives, community, and the environment. Through sharing personal stories, people learn to listen and trust their own judgment. Cooperative discussions about specific problems and their causes and solutions stimulate concern for the common good, which,…