ABSTRACT The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (culture, society, and personality), I conceptualise the three components as the social foundations of learning: learning as cultural reproduction, learning as social integration and learning as socialisation. In the context of the UN’s declaration of ‘lifelong learning’ as one of the Sustainable Development Goals, this paper will be useful for developing policies to address challenges faced by individual countries at cultural, societal and individual levels.

中文翻译：

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终身学习的社会基础：哈贝马斯观点

摘要 几十年来，植根于行为心理学的学习理念在教与学领域占据主导地位。尽管它已广泛用于正规教育，但它不足以为终身学习政策和计划提供信息。在本文中，我首先批判了学习的心理基础，在第二部分，利用哈贝马斯对生活世界的三个结构组成部分（文化、社会和个性）的概念化，我将这三个组成部分概念化为学习的社会基础：学习是文化再生产，学习是社会融合，学习是社会化。在联合国宣布“终身学习”为可持续发展目标之一的背景下，