In the third (autumn) issue of the journal, several new perspectives on the lifelong learning phenomenon are considered. Our readers will be doubtless interested in an innovative concept of lifelong learning as the way to defend against continuous challenges of civilization; the concept was established at the intersection of technical knowledge and humanities. The risk of social inequality in the education sector is considered as a current strategic issue. The readers will be able to see the results of the research on the value orientation of students from different social groups toward lifelong learning and the analysis of their learning readiness.
Methodological problem of providing the humanitarian basis for lifelong learning is considered through the discussion on the substantiation of propaedeutics of modern natural science in primary school. In some measure, this theme is analyzed in the articles dedicated to the practice of continuity between school and university education through the early introduction to philosophy for students. In the description of "Sokratovsky Club" practice, in Petrozavodsk State University, the development and education opportunities for the education through clubs are shown. This form (clubs) is complementary to the formal education.
The consideration of theory and practice of lifelong learning for mentally retarded people has been continued in the present issue. This time, the socialization of mentally retarded young people through leisure club activities that become, under certain condition, a source of non-formal education, is presented.
Optimization of professional teachers training in the constantly changing educational situation is presented in the articles from the perspective of historical, andragogical, and praxeological approaches.
To continue the examining of the international practices, high emphasis is placed in this issue on the contemporary theory and practice of lifelong learning in the German-speaking countries. Specifically, the idea of expansion of higher education didactics by including the issues of scientific professional development in it, is presented to the readers; the concept of «new public administration» at the universities of Germany is discussed; the unique experience of the Danube University for continuing education (Austria) is shown.
The analysis of the term "heutagogy" encourages the science vocabulary enrichment. The term has recently emerged in the foreign literature and, according to its authors, becomes a logical progression to the theoretical development of the concepts "pedagogy - andragogy".
The members of the editorial board are waiting for new materials and would like to thank the authors and the readers who have shown interest in a new scientific on-line journal "Lifelong Education: the XXI Century". All the materials are open access and published on-line with the financial support of the Strategic Development Program (2012-2016) "The PetrSU complex in science learning environment of the European North: the strategy of innovative development".
The Editorial Board
