Recent policy developments within the public service sector have led to widespread de-professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence-based education and training strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes (...) for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work-based learning may enable professionals to re-affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice. (shrink)

The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the (...) learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy-makers. (shrink)

This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the 'learning school'.

This paper challenges the assumptions underpinning James Tooley's earlier critique in this edition of the Journal of the author's negative assessment of market-led forms of educational provision. In particular, the paper highlights Tooley's failure to acknowledge that the pursuit of self-interest within the market place can be self-defeating. The paper concludes by arguing that deliberative public action is a necessary condition for addressing the major predicaments of our time, including those facing education.

This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.

This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.

The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the (...) learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy-makers. (shrink)

This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the 'learning school'.

Recent policy developments within the public service sector have led to widespread de-professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence-based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and (...) programmes for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work-based learning may enable professionals to re-affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice. (shrink)

This article introduces the theme of the special issue, linking current concerns in European social and industrial relations policy with the research traditions covered byAI & Society. Human centredness, skill and technology, and the central importance of education and learning are emphasised as we build new development coalitions.