This book recognizes both the intimate and societal nature of the educational and learning life course, and the corresponding transformations in adults' biography. These transformations raise two closely related issues: the need for individuals to achieve autonomy in today's risk society, and the need for active and reflexive citizenship that enables social transformation. In response to these issues, the author provides an analysis of how his insights can be incorporated into discussions of work and learning, social change, ageing, and community education, as well as policy and practice...  [+] Show more

This book recognizes both the intimate and societal nature of the educational and learning life course, and the corresponding transformations in adults' biography. These transformations raise two closely related issues: the need for individuals to achieve autonomy in today's risk society, and the need for active and reflexive citizenship that enables social transformation. In response to these issues, the author provides an analysis of how his insights can be incorporated into discussions of work and learning, social change, ageing, and community education, as well as policy and practice. The book comprises three major sections: the first examines the inherently intimate dimension of learning experience and its social impact; the second investigates the uneven recognition of that intimacy in various educational spheres; and the third explores the policy implications of such recognition.

Edited excerpts from publication.