No. 584, March 10, 2008

New knowledge on life long learning

Life long learning is a key concept in the knowledge society. How we learn and grow as people, from the cradle to the grave, is of great importance when knowledge is a key in business and society.

Still there is quite a body of knowledge about life long learning which is little known to the general public. This knowledge gives a new and different view on life long learning. Let us examine some new knowledge and its consequences.

• 0–3 years. During the early years in life love and keen emotional care from a person to whom the child is emotionally attached, is of key importance. This is the basis for a number of life long strengths and resources, such as superior self-esteem, high emotional intelligence and a greater ease at handling stress. During this period keen emotional stimulation is much more important than pedagogics.
  
  
• 3–6 years. The three year old has more similarities with an adult, than with a one year old. Interest in the surroundings is expanded. Still, a few hours of pedagogics a few times a week is enough for development. Also, it seems likely that free play among safe children and adults give at least as good results.
  
  
• 7–18 years. The school as an institution is only about 150 years old. We want to believe that this is the ideal place for learning, but several facts contradict this. For example home schooling, which is a particularly strong trend in the Anglo-Saxon world, has proven to give better results not only in learning and intellectual ability but also in greater social equality and in creating active and responsible members of society. The good results most likely come from a stronger emotional attachment, fully individualised learning and a higher likelihood of flow in learning. Built on these principles the "school" of tomorrow would be based on mentoring, each child having a mentor – a teacher, parent or other person who cares for the child and creates an individual learning programme. Depending on the strengths, interests and learning style of the child, this programme can include traditional school, learning at a work place, home schooling or other forms of learning.
  
  
• 18–65 years. During these years we receive a higher education and offer our strengths to the world. The most important factor for learning and growth in work life is quality leadership. Also, as more adults are involved in various ways with the education of the younger generation, adults will also learn and grow.
  
  
• 65 years and upward. Life long learning will result in old people growing into more and more wisdom. Retirement will not be the end of an active life. It will be the beginning of one of the most important roles in society, sharing your wisdom in your community and network.

The future can be very exciting indeed.

Creative regards! Jonas Himmelstrand

References at www.stratletter.com/584.html

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