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.
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© 2005 Per-Erik Ellström
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Ellström, PE. (2005). Two Logics of Learning. In: Antonacopoulou, E., Jarvis, P., Andersen, V., Elkjaer, B., Høyrup, S. (eds) Learning, Working and Living. Palgrave Macmillan, London. https://doi.org/10.1057/9780230522350_3
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DOI: https://doi.org/10.1057/9780230522350_3
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