University of Edinburgh, UK University of Stirling, UK

'Sutherland and Crowther's volume largely succeeds in placing itself in current political and educational developments by inviting a range of well-known and new authors to contribute to the volume... All of those involved in lifelong learning, however defined, will want to get hold of a copy of this book.' --Journal of Adult and Continuing Education"This thoughtful and carefully organized collection of essays can serve as a text for university students of lifelong learning to explore both philosophical underpinnings of lifelong learning and its realities in everday life. It is also valuable to those of us who practice daily in the domain of lifelong learning, inspiring us to lift our heads from the technical rationality of planning, organizing, and delivering programs to reflect on our goals and methods, to recognize the paradoxes that shape our work, and to revitalize our dreams of a better world."--Linda MacDonald, Canadian Journal of University Continuing Education (Spring 2009), Vol. 35, No. 1: 63-66

• Acknowledgements. List of Figures. Foreword Peter Jarvis. Introduction Part 1: Perspectives on Adult and Lifelong Learning Part 2: Institutions and Issues for Lifelong Learning Part 3: Informal and Community. Contexts for Learning

University of Edinburgh, UK University of Stirling, UK

'Sutherland and Crowther's volume largely succeeds in placing itself in current political and educational developments by inviting a range of well-known and new authors to contribute to the volume... All of those involved in lifelong learning, however defined, will want to get hold of a copy of this book.' --Journal of Adult and Continuing Education"This thoughtful and carefully organized collection of essays can serve as a text for university students of lifelong learning to explore both philosophical underpinnings of lifelong learning and its realities in everday life. It is also valuable to those of us who practice daily in the domain of lifelong learning, inspiring us to lift our heads from the technical rationality of planning, organizing, and delivering programs to reflect on our goals and methods, to recognize the paradoxes that shape our work, and to revitalize our dreams of a better world."--Linda MacDonald, Canadian Journal of University Continuing Education (Spring 2009), Vol. 35, No. 1: 63-66

• Acknowledgements. List of Figures. Foreword Peter Jarvis. Introduction Part 1: Perspectives on Adult and Lifelong Learning Part 2: Institutions and Issues for Lifelong Learning Part 3: Informal and Community. Contexts for Learning