Intelligence Management: Developing Learners’ Metacognitive Skills in the Life-Long Learning

The presented paper brings up an issue on metacognitive regulation of learning processes and possibilities to develop learners' metacognitive skills. Metacognition as the knowledge on qualities of cognitive process and ability to manage intellectual activities is a burning issue in the context of the lifelong learning concept. Stakeholders of educational process and their current interests, approaches to learners' metacognitive competencies development are characterized in the paper. The discussion ends with the implication that metacognitive skills are based on the mind's natural abilities, which reveal themselves over a lifetime. That means metacognitive abilities develop in accordance with learners' age, background and goals to be accomplished. Thus, in order to be successful in teaching and learning we need updated methodological approach to education, based on modern theories on psychology, pedagogy, and neuroscience. The educational model proposed in the paper is syncretically based on the Galperin's theory of systematic gradual development of intellectual activity of a person (“cognitive activity” stage), Vygotsky's cultural-historical theory (“systems thinking” stage), Shchedrovitsky's system-based methodological approach (“methodological thinking” stage), Tokuhama-Espinosa's contemporary learning and teaching concept found upon the results of interdisciplinary research in thу area of Mind, Brain and Education.