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Education. --- Interpersonal Relations. --- Interpersonal relations --- Teacher-student relationships --- #SBIB:316.334.1O400 --- #SBIB:316.334.1O280 --- Pupil-teacher relationships --- Student and teacher --- Student-teacher relationships --- Students and teachers --- Teacher and student --- Teacher-pupil relationships --- Teachers and students --- Human relations --- Interpersonal relationships --- Personal relations --- Relations, Interpersonal --- Relationships, Interpersonal --- Social behavior --- Social psychology --- Object relations (Psychoanalysis) --- Gender Issues --- Husband-Wife Communication --- Partner Communication --- Relations, Gender --- Gender Relations --- Social Interaction --- Communication, Husband-Wife --- Communication, Partner --- Communications, Husband-Wife --- Communications, Partner --- Gender Issue --- Gender Relation --- Husband Wife Communication --- Husband-Wife Communications --- Interaction, Social --- Interactions, Social --- Interpersonal Relation --- Issue, Gender --- Issues, Gender --- Partner Communications --- Relation, Gender --- Relation, Interpersonal --- Social Interactions --- Friends --- Emotional Intelligence --- Activities, Educational --- Educational Activities --- Workshops --- Literacy Programs --- Training Programs --- Activity, Educational --- Educational Activity --- Literacy Program --- Program, Literacy --- Program, Training --- Programs, Literacy --- Programs, Training --- Training Program --- Workshop --- Students --- Leer- en onderwijsgedrag: algemeen --- Relaties tussen personeel, school en community: algemeen --- education --- Interpersonal relations. --- Teacher-student relationships. --- Education --- Interpersonal Relations --- Social Relationships --- Relationship, Social --- Relationships, Social --- Social Relationship --- Social Behavior

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Sociology of education --- enseignement secondaire --- relations sociales --- Enseignement secondaire --- Relations sociales

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Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' radical analysis challenges the myth that lifelong learning can or should be separated - in any sense - from school education. It asks the critical question: what changes in thinking, policy and practice are needed for the culture and process of lifelong learning, as visualised by David Blunkett, to become a reality? Starting with a clear, unequivocal statement that whether people are motivated to learn beyond the end of compulsory education, and have the capacity to do so, depends very much on what happens to them during the school years, the author explores ways in which policy and practice at school level will need to change in order to meet the crucial challenge of sparking and sustaining a person's motivation and capacity to learn throughout life.

Continuing education --- Educational sociology --- Education and state

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