The autumn issue of the on-line journal «Lifelong Education: XXI Century» presents articles written in different academic genres: from strict formal analysis of the educational process, which is accompanied by quantitative data, charts and graphs, to deep personal philosophical and pedagogical reflection on creative and teaching experience, reinforced by the illustrations. It is no coincidence, as the Editorial Board deliberately tries to introduce educational community to various research approaches in the field of lifelong learning. We absolutely agree with the idea expressed by one of our authors claiming that there is a need for «continuous scientific and methodological education in the era of methodological pluralism». Therefore, there are materials related to the little-known areas of the methodology development for the study of lifelong learning in the presented issue. A historical and pedagogical analysis of the origin and development of the ancient concept of "care" in relation to lifelong learning context is among them. Another example is the description of neuropedagogical approach to teaching from the perspective of a teacher-researcher.
One of the articles discusses the results of distance learning technology implementation in undergraduate studies. University education is presented as one of the stages of multilevel education system. Another paper examines the issues of continuing professional education through the description of a technique for the development of innovative educational programs in the nanotechnology field. Current state and prospects of professional competence development are analyzed based on the study materials of the Federal Service for Execution and Punishment (FSEP) training center.
The article about creative convergence between an adult and a child in the process of joint creative activity continues a series of scientific papers based on pedagogical reflection of life experience, which was initiated in previous issues. The topic of talent development support is also presented in the context of studying children's giftedness issues in the research centers of German universities. The international authors from Estonia and Belarus as well as the Russian researchers exploring the educational practices of Azerbaijan and Kazakhstan broadened the context of lifelong learning studies in this issue.
The problems of modern scientific-pedagogical vocabulary are analyzed under a new perspective. In particular, one author raises the question: how university staff can master modern continuing education vocabulary in the course of academic writing?
We express our sincere gratitude to the authors, reviewers, active website visitors and academic forum participants for kind attention to our journal. We are looking for new articles. Happy upcoming Teacher’s Day to all teachers!
The Editorial Board
