caa a22 4500 445848200 CHVBK 20180317145405.0 cr unu---uuuuu 170323e20110701xx s 000 0 eng 10.1007/s11217-011-9235-x doi (NATIONALLICENCE)springer-10.1007/s11217-011-9235-x Lifelong Learning: A Pacification of ‘Know How' [Elektronische Daten] [Katherine Nicoll, Andreas Fejes] A tendency of previous studies of lifelong learning to focus on learning and learning subjectivities may have led to an underestimation of potential effects in terms of a system of knowledge constitutive processes that operates powerfully to shape our societies. In this paper we explore lifelong learning and practices in the construction of knowledge at the point where a new relationship is being attempted between university courses and workplaces through programmes for learning. Drawing from Foucault and others we argue a strategic relation between discourses of lifelong learning and knowledge practices in such locations. Discourses of lifelong learning appear to support the reaching out of disciplinary practices into the workplace where theoretical knowledge is combined with knowledge derived from work experience, as a new form of knowledge that has use value. Discipline as a modality of power appears reconfigured and multiplied in new power-knowledge constellations which aim to subdue the desire and power of know how. Rather than lifelong learning as learning apparatus and strategy in the promotion of a will to learn as has been suggested elsewhere, we offer an alternative account. Here the promotion of a will to learn articulates with the will to knowledge in part through discourses of lifelong learning. Practices of knowledge constitution support the pacification of know how through its reconfiguration as knowledge that can be codified and mobilized for economic innovation. Springer Science+Business Media B.V., 2011 Lifelong learning nationallicence Power/knowledge nationallicence Learning apparatus nationallicence Governmentalization nationallicence Will to knowledge nationallicence Nicoll Katherine The Laboratory for Educational Theory, School of Education, University of Stirling, Stirling, Scotland, UK aut Fejes Andreas Department of Behavioural Sciences and Learning, Linköping University, 581 83, Linköping, Sweden aut Studies in Philosophy and Education Springer Netherlands 30/4(2011-07-01), 403-417 0039-3746 30:4<403 2011 30 11217 https://doi.org/10.1007/s11217-011-9235-x text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11217-011-9235-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Nicoll Katherine The Laboratory for Educational Theory, School of Education, University of Stirling, Stirling, Scotland, UK aut NATIONALLICENCE 700 1- Fejes Andreas Department of Behavioural Sciences and Learning, Linköping University, 581 83, Linköping, Sweden aut NATIONALLICENCE 773 0- Studies in Philosophy and Education Springer Netherlands 30/4(2011-07-01), 403-417 0039-3746 30:4<403 2011 30 11217 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer