Knowledge, Sentience and Receptivity: a paradigm of lifelong learning

This article aims to develop a paradigm of lifelong learning situations. The starting point is the EU‐Commission policy document where three kinds of learning situations are identified: formal, non‐formal and informal. The article tries to deepen this categorisation by searching for the underlying ontological and epistemological dimensions. The ontological dimension consists of three corresponding realities — formal, non‐formal and informal reality. The formal reality is a world of generalities. The non‐formal reality is a world of individualities – and not just of individual human beings. In the same way, the epistemological dimension consists of three corresponding kinds of knowledge: formal, non‐formal and informal. Formal knowledge is a knowing you can formulate, basically as concepts in thoughts possible to formulate in words. Non‐formal knowledge consists of the learner's ability to see and sense what an actual event shows and (literally) make sense‐ible. It is a circumstantial knowledge . As for informal knowledge , you cannot have that ability. But, in the moment of happening, the event will give you this ability to see and sense what to do and how to do — as a whim or fancy from nowhere. Informal knowledge is epiphanic . These two dimensions form a nine field paradigm of different kinds of learning settings. In relation to the formal, non‐formal and informal reality the conceptual knowledge will be produced in the academic setting; the learning setting of conceptualising reflection; the learning setting of ignorance. The circumstantial knowledge will be developed in the master‐apprentice learning setting; the learning setting of trial and error; the setting of accidental learning. The epiphanic knowledge will be revealed in the learning setting of self‐evident clearness; the learning setting of individual unique simplicity; the learning setting of vivifying activities.