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  1. The ‘Renaissance of the University’ in the European knowledge society: An exploration of principled and governmental approaches.Maarten Simons - 2007 - Studies in Philosophy and Education 26 (5):433-447.
    A ‘renaissance of the university’ in the European knowledge society is regarded today as a necessity. However, there is an ongoing debate about what that renaissance should look like. The aim of this article is to take a closer look at these debates, and in particular, the disputes related to the public role of the university in the European knowledge society. The aim however is not to assess the validity of the arguments of each of the protagonists but to place (...)
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  • (1 other version)From education to lifelong learning: The emerging regime of learning in the european union.Anna Tuschling & Christoph Engemann - 2006 - Educational Philosophy and Theory 38 (4):451–469.
    This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...)
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  • (1 other version)From Education to Lifelong Learning: The emerging regime of learning in the European Union.Christoph Engemann Anna Tuschling - 2006 - Educational Philosophy and Theory 38 (4):451-469.
    This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...)
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