ABSTRACT
This chapter is essentially a review of what might be described as the complete learner learning to see themselves within a complex and exciting global situation. We argue that attending to the learner's physical and mental wellbeing needs to be our priority. Without the basic needs of a learner-client being met, little else towards developing a learner-client's wellbeing will happen. Physical safety, food security, nurturing sleep and exercise are, as we have seen when discussing the views of Abraham Maslow, essential to good wellbeing. Maslow emphasised the importance of meeting physiological needs before the learner-client can focus on other higher level needs associated with complete wellbeing. In addition to offering a summative discussion on learning and wellbeing, we examine the important area of mental competency and the Gillick competency and Fraser guidelines. The Mental Capacity Act, which currently applies to adults aged 18 years and above, Gillick competence and Fraser guidelines, being established in 1983, are also examined and discussed. Global infrastructure under severe pressure and the increasing anxiety of existence encouraged by repressive governments concerned with the survival of structures that favour themselves makes humane and decent behaviour challenging – humanity is vulnerable. As conflict increases, as the perception of reduced resources grips the wealthy and powerful, we are all in different ways and degrees traumatised, anxious as to our condition, and we may sense the light of life as a frail thing. In this final chapter, we aim to offer a vision of a positive future with regard to the ambition of ourselves as learner and seeker of wellbeing for all of us.
