Opis
In this article I shall consider contemporary adult learning from a ‘long-life’ perspective,
typically situated within capitalist societies dominated by industrial processes and the
commodification of social structures. This approach will position adult learning as an
ecologically meaningful adaptation that has evolved and been maintained in response
to an ever-present experience of existential threat. I will draw on previous writings
(Bainbridge, 2019, 2020; Bainbridge & Del Negro, 2020) to discuss the paradox that
humans are both part of and separate from the ‘more-than-human’ world (Abram,
1997). The focus of my thinking in this paper will be on the experience, conscious or
unconscious, of living under the continual threat of annihilation and how this may
have provided the motive for adult learning behaviours in both our hominid ancestors
and contemporary society.
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