The joy – and urgency – of learning
BY JOHN B. HORRIGAN
Two large forces are driving fresh interest in the way people learn and why they learn. The first force is the rise of the internet and its disruptive potential for education, both for the formal purpose of gaining extra training and credentials and for the informal purpose of learning new things in hope of personal life enrichment. The second force is the steady advancement of the “knowledge economy,” in which economic value is increasingly derived from working with sources of knowledge and in which more and more jobs are built around knowledge workers who use information to “create original knowledge products.”
