Optimal lifelong learning from experience, reflection, and 'inner wisdom' : The four stages of the human lifecycle revisited. Dieser Artikel ist nicht verfügbar.Optimal lifelong learning from experience, reflection, and 'inner wisdom' : The four stages of the human lifecycle revisited

A new/old, comprehensive, and relevant framework of lifelong education and learning for the remaining 21st Century. A recent groundbreaking study (Nature, 2025) generally confirmed the insights of tradition (i.e. ‘the four stages of life’ from child to mature adulthood) that as people age the human lifecycle as well as ‘brain’ undergoes universal basic stages of transformation. This all adds weight to two key arguments of this book. One is that human learning is a lifelong process grounded primarily in actual experience refinable by further thinking framed by particular social contexts (i.e. ‘the eight pillars of lifelong education’ embracing also adult education and later life learning). And the other is that the cross-cultural experience of human ageing remains an invaluable resource for future human sustainability. But like the ‘systems thinking’ of many indigenous knowledge systems (with their respect for ‘tribal elders’ and natural cycles, etc.), the general loss of value for the experience and tacit knowledge of older people has arguably been a key yet reversible factor in the general demoralization of modern society and education. In this way changing cultural systems have ignored and repressed what has always defined the human potential – the capacity to transform experience into relevant knowledge. We investigate here how the lost and hidden (or rather ‘forgotten’) collective as well as individual ‘reservoirs of human inner wisdom’ can yet again be harnessed to sustainably transform collective as well as personal futures. This book also addresses some of the biggest challenges to (and deepest mysteries about) life and human nature. It does so to the extent that the human lifecycle might be approached as a natural antidote also to demoralized modern society, digital illusions of experience, and the future misuse of AI.

Introduction: A model of lifelong learning from experience to transform modern education and society?
Part A - The human lifecycle and the four stages of optimal lifelong learning from experience
1 The human lifecycle as a basis for the four key stages of lifelong learning
2 The experiential learning foundations of human lifecycle development
3 The eight lifelong learning pillars of an integrated lifelong education framework (and a more sustainable future 21C education system)

Part B – Seniors and modern variations of the traditional ‘tribal elder’ role? Life as a never-ending opportunity to learn, to explore, and to achieve self-knowledge
4 Later life learning from experience to overcome the demoralization of modern society: The cross-cultural importance of ‘life reviews’
5 A U3A formula for the Thailand context? Third age education and the human lifecycle
6 Whither the grey nomads? Active later life learners and seniors as 21C ‘tribal elders’

Part C - Lifecycle learning in 21C cross-cultural contexts
7 ‘ICT-based community learning centers’ in the Asia Pacific region: The relevance of the ‘digital divide’ in an age of emerging digital convergence?
8 A delicate balance also in Sarawak and Mindanao? The renewed importance of indigenous knowledge systems
9 Socrates learns Tai Chi: China, the West and cross-cultural communication

Part D. Optimal lifelong learning for 21C knowledge building and global knowledge convergence?
10 The ‘middle way’ to optimal adult as well as youthful learning: Every lifelong learner a future decision-maker, planner and policy-builder?
11 From (the most) effective learning to more useful ’applied problem-solving’? Complex problem-solving and outcomes-based knowledge building
12 The most important ‘new literacy’? Overcoming 21C obstacles to make UNESCO’s ‘education for all’ policy possible
FURTHER REFLECTION
13 Global knowledge convergence and the universal lifecycle? What, how, and why ‘the West’ (modernity) still has much to learn from ‘the Rest’

Cameron Richards is a semi-retired Australian professor of interdisciplinary studies with extensive experience in the Asia-Pacific region - including at QUT, Nanyang Uni. Singapore, Hong Kong Institute of Education, University of Western Australia, UTM in Malaysia and Chulalongkorn University in Thailand. He has a multi-disciplinary background for a current/future focus on sustainability studies, policy research, academic research and writing methodology, leadership and organizational learning, lifelong education, intercultural communication, curriculum innovation, and new literacies. However, in his semi-retirement his other main interest (besides 'community advocacy' and 'seniors lifelong learning') has been family history and related genealogical research and writing (e.g. his 2025 book "Prosperous: The Kennedy Murrays and the origins of historic Evandale in early Colonial Australia". For the last few decades his writings and related 'thinking' (since 1999) have generally subscribed to the projection notion of a '21st Century knowledge-building' model - a model recognising the transformative 'deep learning' process by which all knowledge can and should be generated as reflective and problem-solving inquiry grounded in human experience. In this way, he has planned a book series titled 21st Century knowledge building for future global sustainability. This book is the first in the series. And another titled "Words, Ideas, and Optimal Knowledge-Building: A 'foolproof' self-help guide to academic (and other) thinking, writing, and problem-solving inquiry" is the second - out also earlier this year. Cameron Richards is a semi-retired Australian professor of interdisciplinary studies with extensive experience in the Asia-Pacific region - including at QUT, Nanyang Uni. Singapore, Hong Kong Institute of Education, University of Western Australia, UTM in Malaysia and Chulalongkorn University in Thailand.