| Chapter 1: | Overview of the Study |
Lifelong Learning
Lifelong learning has become a necessity, not only to realize the full benefits of our rights as citizens but also because, “In an era of breathtaking change, it is truly impossible to acquire early in life the knowledge that adulthood will require” (Smith, 1982, p. 15). Delors (1998) reports that the concept of learning throughout life emerges as one of the keys to the twenty-first century because it meets the challenges posed by a rapidly changing world. Further, “the only way of satisfying it is for each individual to learn how to learn” (p. 22). According to Delors, the term learning how to learn is the sum total of four separate and powerful components he refers to as the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be.
And learning can also be a lifelong process. Smith (1982) said, “Because learning itself involves processes, understandings, and skills that can be learned and taught, one can learn how to learn more effectively and efficiently at any age” (p. 15). In summary, lifelong learning is a means for controlling personal destiny and keeping pace with society, regardless of age. More specific to this study, Smith (1982) further said, “Because if lifelong learning is absolutely essential and learning how to learn is feasible, then learning about learning takes on real importance. Time and energy given over to it stand to yield rich returns” (p. 15).
New Demands on the Adult Learner
This new knowledge-based society calls for mass-knowing of standard information just to participate and thrive. “In a world in which the accelerated rate of change and rapid globalization are transforming each individual‘s relationship with both time and space, learning throughout life is essential for people to retain mastery of their own destinies …” (Delors, 1998, pp. 100–101). An information explosion has accelerated the pace of adult learning.