Two Logics of Learning

Per-Erik Ellström

Chapter 3 in Learning, Working and Living, 2005, pp 33-49 from Palgrave Macmillan

Abstract: Abstract A recurrent theme in critical studies of adult education, lifelong learning, and, in particular, work-based learning is their alleged instrumental character. A common point of departure for a lot of this criticism is the principle of performativity (Lyotard, 1984), that is, the idea that education is subjugated to a managerialist discourse of efficiency and instrumental means-end calculation. The principle of performativity is argued to have a predominant influence on the educational system at large, and, thereby, also on systems for promoting lifelong learning (Halliday, 2003) and learning at work (Garrick & Clegg, 2001). As argued by the latter authors, in ‘performative times’ being a good learner is equal to being a good performer.

Keywords: Organizational Learning; Work Process; Subjective Factor; Competence Development; Taylorist Model (search for similar items in EconPapers)
Date: 2005
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Persistent link: https://EconPapers.repec.org/RePEc:pal:palchp:978-0-230-52235-0_3

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DOI: 10.1057/9780230522350_3

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