Search results

The purpose of this article is to draw attention to the humanitarian aspect of lifelong learning or, more precisely, to its potential emphasised in the idea of 'love of learning'. It is argued that in spite of the promising intentions of the government 'to foster love of learning', the system continues to operate only in the pragmatic mode. The impact of the pragmatic concept alone on lifelong learning is discussed and evaluated in terms of its own pragmatic values. Tentative ideas are proposed about the conditions for fostering love of learning.