Walters, S. (2010). 'The planet will not survive if it's not a learning planet': sustainable development within learning through life

Walters, S. (2010).  'The planet will not survive if it's not a learning planet': sustainable development within learning through life.  International Journal of Lifelong Education, 29(4), pp. 427-436.  Retrieved on October 18, 2010 from http://ejscontent.ebsco.com.ezproxy.usq.edu.au/ContentServer.aspx?target=http://www.informaworld.com/smpp/ftinterface%3Fcontent%3Da923422231%26format%3Dpdf%26magic%3Debscohostejs||AA3D3EFB68C36A3B40C78D54581474B7%26ft%3D.pdf%26userIP%3D139.86.13.152

Walters offers a contemporary critique of Learning through Life which she says is a report to influence UK practitioners and decision makers.  While the report offers nothing out of the ordinary, the practical aspects offer considerable opportunity for reflection as new methods are applied and refined.

Introduction
The combined effects of climate, political and economical upheaval at the turn of the century has thrown the spotlight on the focus of lifelong learning in the report, as it commenced investigations at the end of an economic boom and was completed during the sharpest point of a recession.

Sustainable development
Walters infers that there is lack of clarity in the term sustainable development and questions the scope and breadth of definition (e.g. does it include more than climate and environment, is it sustainability for the UK alone or for the planet).  Holistically the report refers to the accountability of each individual to be financially aware by equating consumption with need, indicating climate control and change in lifestyles correlate.  Citizens are required to shift from understanding and being adaptable to being proactive about shaping the future, and should consider themselves global citizens.  Walters states that takes sustainable development to mean more than environmental sustainability.

Crisis?  What crisis?
Walter indicates a serious lack of attention to detail in the report in clarifying current economic and environmental crisis as the beginning sees the issues as a temporary phase soon to be over, yet further along indicates a need for long term re-structuring.  She cites from Wallerstein who argues from the perspective of historical patterns of capitalism that this is a deep structural crisis that can be amended to form similar hierarchical systems as present, that do not alleviate polarisation or exploitative attributes, or it can be changed to suit a more egalitarian society.

Wallenstein proposes the need to integrate political choices with moral preference, although the situation is made confusing as it is unstable.  He provides practical advice about the steps that individuals should be applying that will culminate in a change of philosophy and approach to lifelong learning.  He proposes that discourse on future world system and strategy should be debated by every individual as a matter of course, the details of which are subject to personal life choices.  His argument infers that by doing so, we begin to negate inequalities of gender, race or class, and religion.

Walters makes a distinction between literature that critiques capitalism and those that are a critical analysis.  She proposes that critiques make links between socio-economic factors and adult education and so work within the system to improve or reform, whilst a critical analysis provides the theory of change.

Sustainable development can no longer be an issue to dabble in, Walters states, but a real need to forge through environmental damage and displaced corporate responsibility.  She identifies a curious lack of urgency in the report as to the strategy for change in either the UK or world.

Sustainable development across the life span
The report looks at the four stages of development each individual goes through and suggests more emphasis is placed on engaging adults through education, advice and guidance.  Walters argues the paradoxical issues of lifelong learning are related to changing demographics.  For example, children aged between birth and fourteen in Brazil make up 28% of the population while in the UK its 18%.  This is a challenge for some researchers in countries where history and tradition is not commensurate with the ideology of imported literature and practice.  However, Walters states that there are some circumstances that could be enhanced by implementing the four life stages of development in curriculum.

The pandemic proportions of HIV/AIDS is prevalent in rural communities of the Eastern Cape which means that lives revolve around caring for those in ill-health.  Grandparents work to support children and grandchildren so different support systems are required.  The definitions of adult education and student also have implications.  Walters states that mature students are those who carry financial and social responsibilities and have gained complex experience. She questions how appropriate the content of adult education would be for the children who have become heads of household and for all intents and purposes provide the same function.  She warns against rushing to implement foreign pedagogy without first considering the full implications of initiating action.

Life-deep learning
Walters notes the report has not included the concept of life-deep learning, which is the re-connect to spiritual support during times of significance.  The importance of bringing self into balance has become increasingly popular in adult education curriculum.  Spirituality and religion are two approaches that facilitate the holistic efforts of education towards a sense of freedom and equality.  She discusses the meaning perspective that can be gained for an older generation who face aging or poor health with trepidation.

Sustainable development - globally separate or interconnected?
Walters describes the report as inward-looking and does not support global sustainability.  Motivation to increase national ability to compete in a global arena is the priority.  Walters questions this strategy from the perspective of global sustainability, and states that further investigation and debate for alternatives should be developed.

Chapter two of the report states that social dysfunction stems from inequality which affects performance in education. A priority of adult education is to enable individual solidarity that transcends class, gender and other issues that potentially lead to reducing inequality.  Accepting each other for who we are is significant in building relationships that stem from equality.

Walters expresses surprise that with colonial history a large part of heritage, UK readers are not encouraged to feel more affinity to global citizenry.  While active participation is vital to the nation, it is less significant beyond its borders.  She suggests this perspective is narrow and not in keeping with Paul Belanger whom she cites "the planet will not survive if it is not a learning planet" (pg. 8).

Individual and collective learning
Walters believes there is merit to a citizens' curriculum expressed in the report as individual capacity to establish well-being.  The curriculum design has been sourced from transcripts of the inquiry and not from extensive research.  With lifelong learning a tool to make meaning of, adapt to and shape change, these ideas are meant to be a springboard for debate and development.  The potential for increasing community bonds, and raising individual and collective talent is high.

The report states that tensions in individual and group learning can be alleviated from community projects.  Walters proposes that further instances of applying greening systems could transpire if consumption and transport were included and used as models in global referencing.  The report makes clear that a learning philosophy is needed as aspirations are seen as too low and stems from the need to develop a different culture and climate for learning.  Walters states that this is the result of front-load approach to education that is prevalent internationally.  Champions of and for education are needed.

Walters notes that no financial or budget plan to incorporate a citizens curriculum was proposed.  She makes the link to local learning ecology found in Chapter nine where the community have developed local colleges of higher education, authorities, museums, sports councils, libraries, and employment networks.

Joined up approaches to lifelong learning
A multi-level and transdimensional perspective of budget, strategy, initiation and observation is required to sustain a philosophy that supports life-wide and lifelong learning which has been clearly stated in the report.  It proposes that local authorities be given more authority that reflects the strategy of developed role models at national level.  As this strategy has been implemented previously, the question remains what will mitigate circumstance to prevent successful outcomes this time.  Was research undertaken to determine cause, and does it support implementation strategy?

Similarly, questions are raised as the report proposes additional tools to improve practice.  Walters indicates that it is not clear whether detailed research has taken into account inhibiting factors, and suggests that the structure of qualifications and accreditations in the UK should be regarded as an opportunity for collaboration in education, practice, training and development.  The National Qualifications Framework of South Africa has worked to accomplish this task and serves as a role model for systems that encourage collaboration and cohesion.

Information gleaned from current practice and tradition can reveal insight to understand the social bonds that make up these constructs.  Full and holistic understanding must take into consideration the economic and political factors of an era.

Towards a conclusion
The report is intended for policy-makers and practitioners in the UK and encapsulates initiatives taken from the broad-based inquiry.  Innovation in integrating lifelong learning through lifespan has emerged as a result of pushing forward an agenda for individual and collective lifelong learning as a means to engage in and support sustainable development.  The report is more of a critique than an analysis that predicts alternative methods of practice for business and education.

Walters re-iterates that the report is not out of the ordinary, and should be regarded as contemporary measures to sustain what is rather than progress towards what could be.  This structure provides the support to encourage the required discourse and debate when trialling new methods that do progressively evolve to more sustainable practice.


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