| Abstract: | An argument is presented suggesting that lifelong learning will, indeed, depend on the development of cognitive skills, but that such skills can be elusive and cannot in general be picked up in specialized courses or workshops. The (not original) thesis, rather, is that any and all faculties that would qualify as cognitive skills depend fundamentally on language facility. This position is supported by literature references followed by further suggestions on a course of action for the development of language facility through close reading of challenging texts. Essential to the argument is the fundamental difference between ‘information’ and ‘knowledge’. It is further suggested that both procedural and declarative knowledge need to be developed if lifelong learning is to be enabled. The message here is hopeful because neurophysiological studies demonstrate that brain development continues throughout life. Such cognitive development cannot, however, be made quick and easy. |
