The learning society in a postmodern world

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Lifelong learning has emerged as a crucial focus as educational policy transitions from mass schooling to the learning society. This shift began in the mid-1960s and early 1970s, driven by a group of writers and adult educators associated with UNESCO, who embraced a humanist philosophy and leftist agenda. However, in the 1990s, this vocabulary was co-opted by interests emphasizing effectiveness and economic outcomes, marking a significant change that has been described as the death of education. The exploration of this transformation delves into various theoretical resources aimed at addressing the situation, particularly those advocating for the restoration of an educated public or promoting individual self-creation. The work engages with a diverse array of philosophers and thinkers, including MacIntyre, Habermas, Foucault, Derrida, Rorty, and Baudrillard. It also raises critical questions regarding postmodern and poststructuralist perspectives on education. With its comprehensive approach and historical context, this text serves as an essential resource for theoretical courses in lifelong learning and educational theory. It is vital reading for educators, policy specialists, media experts, researchers, political theorists, and philosophers of education, addressing the complex relationship between education and the postmodern world.