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June 6, 2020
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June 30, 2014
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Abstract

Lifelong learning has been recognized as one of the necessities of the modern European society. It has not only become one of the main strategies of the EU, but also the key element of its inclusive policy. The lifelong learning also seems to play a role as a remedy for social exclusion and marginalization. 
The paper presents the main points of the Europe 2020. A strategy for smart, sustainable and inclusive growth. It also presents the areas which are crucial for the future development of lifelong learning and education for years 2012?2014 with the emphasis on adult education included in the Renewed European agenda for adult learning.
The paper also draws on conclusions included in the international comparative research paper The impact of Lifelong Learning policies on the inclusion of vulnerable groups (DG Employment, Social Affairs and Equal Opportunities; Project Agreement Number: VS/2005/0688) and offers a critical view of the real life applications of the model of deficits as a tool to combat social and professional exclusion. That critique goes beyond outlining problems, restrictions and their possible sources. It also presents a social and psychological intervention model ? the positive model, or the M.E.P Seligman?s strengths model. The positive model is not a substitute for the model of deficits, but is viewed as a crucial complementary one.

Keywords

aktywność edukacyjna uczenie się całożyciowe wykluczenie inkluzja pozytywny model interwencji Seligmana participation in education, lifelong learning exclusion inclusion M.E.P. Seligman’s strengths model

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How to Cite
Pluskota, A., & Staszewicz, M. (2014). Lifelong Learning ? the Way to Social Inclusion. Some Critical Reflections. INSTED: Interdisciplinary Studies in Education & Society, 17(2(66), 39–53. Retrieved from https://insted-tce.pl/ojs/index.php/tce/article/view/28
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