Education for the Twenty-first Century
Psychology Press, 1994 - 180 síđur
Education for the Twenty-First Century has grown out of a common and deep-seated concern, at a time when many educators are worried about some of the trend-lines in school reform, about the way young people think of their own future, and about some of the relatively simplistic education reforms being advocated, often by people with scant comprehension of modern educational practices. Schools as institutions, schooling patterns, the curriculum and teachers themselves have come under heavy criticism throughout the past decade, but it now has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the same framework which has determined their raison d'etre for the past 200 years. The authors argue that education does not need fine tuning, or more of the same; rather the fundamental assumptions about schools have to be revised. They argue that learning about the future must become very much a part of the present, and set out some of the thinking and techniques which permit us to confront the future and make it a better place.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Industrialism and its consequences 200 40
the oneworld view
What will become of schools?
The shift from past to future
What can I do? Some bridging strategies
the promise of the twentyfirst century
Ađrar útgáfur - View all
Common terms and phrases
action activities already approach areas aspects assumptions awareness become begin beliefs building called century chapter choices clear concerns consciousness consequences consider context continue create culture deal direct dominant earth economic effect ends especially example existence experience explore fact fears field framework futures give global human ideas images important individual industrial institutions involved kind knowledge lead learning limited living look major materials meaning metaphors methods nature notion operate organisation paradigm parents particular past patterns perceptions person physical planning possible post-industrial practical present problems production question range reality reference responses result schools scientific sense shift simply social society stories structures suggests symbols teachers teaching tend things thinking understanding universe values whole world-view young