Elles constituaient une contre-mesure aux défis croissants posés au début du siècle par les incertitudes de la mondialisation et de la post-industrialisation.
Les villes apprenantes en Asie orientale : Japon, République de Corée et Chine – Des villes d’apprentissage tout au long de la vie sont apparues au Japon dans les années 1980 et 1990, en République de Corée entre 2000 et 2010, et en Chine essentiellement à partir de 2000. The authors place these within what they term a “community relations model”, which they contrast with the “individual competence model” which is usually found in initiatives of the Organisation for Economic Co-operation and Development (OECD) and schemes implemented in the area of the European Union (EU). While the cases in this region are distinctive, they do share some common characteristics. In order to do this, the authors investigated three separate but inter-connected scenes found in Japan, the Republic of Korea and China, revealing that the learning city is a phenomenon which reflects complex social dynamics and the interaction of many minds. The authors of this paper assert that the practice of and research on learning cities, especially in the East Asian region, need to go beyond the technical rationalities which are guiding government tools, and explain the realities to which they are meant to be applied. Learning was perceived to be a panacea to solve the social problems occurring in overwhelming processes of modernisation and industrialisation. They were a countermeasure to the increasing challenges of global as well as post-industrial uncertainties at the turn of the century, when cities were trying to find governmental instruments to engage in cultural processes, community building and personal development as the new way of urban life. Lifelong learning cities emerged in Japan in the 1980s and 1990s in the Republic of Korea in the 2000s and 2010s and in China mostly from 2000 onwards.
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