Lifelong Education Theory And Practice: Origins, Evolution, And The Status Quo

Following exploring the origin , evolution and the status quo of lifelong education theory , this dissertation examines the historical development , connotation , and the prospects of development of lifelong education , and expounds the laws inherent in the interdependence and interaction of lifelong education development.Based on the rich resources of the educational history , this dissertation reviews the historical development of adult education in the U.S. and Britain , with a focus on the thoughts of such famous adult educator as B. Yeaxlee , A. Mansbridge , E. Lindeman , M .S. Knowls .It also explicates the tremendous influence of adult education practice and thoughts on the formation and development of lifelong education theory .Furthermore , systematic analysis is made of the thoughts contained in the classical works of lifelong education , such as An Introduction of Lifelong Education , Learning to Be , and Learning : the Treasure within .Not only is the connotation of lifelong education thoughts expounded , but also is the formation and developmental process explored . Besides, the dissertation makes some comments on the critique , and the reflection on lifelong education made by some scholars . To deepen our knowledge of practice and development of lifelong education , the dissertation , through the four cases of Japan , the U. S. , India and Brazil , makes a tentative study of the propagation and implementation of lifelong education in these countries and explores the possibilities and difficulties of putting lifelong education thoughts into practice.