Une nouvelle approche de l’éducation
There should be a clear distinction between the concept of ’learning throughout life’ introduced by the Delors report and earlier notions such as continuing education and longlife learning. This new concept implies an integrated approach rather than a sequential one. It results from a number of alte...
| 出版年: | Revue Internationale d’Éducation de Sèvres |
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| 第一著者: | |
| フォーマット: | 論文 |
| 言語: | ドイツ語 |
| 出版事項: |
France Education international
1999-12-01
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| 主題: | |
| オンライン･アクセス: | https://journals.openedition.org/ries/2618 |
| 要約: | There should be a clear distinction between the concept of ’learning throughout life’ introduced by the Delors report and earlier notions such as continuing education and longlife learning. This new concept implies an integrated approach rather than a sequential one. It results from a number of alterations: defining the intellectual development as multilinear and multidimensional; the development of learning cycles, educational approaches based on lasting learning that can be passed on; and the recognition of skills rather than acquired knowledge. On the whole, such reasoning follows the logic of| the ’educational society’, where school is no longer the only place of learning. |
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| ISSN: | 1254-4590 2261-4265 |