Education for the Twenty-first CenturyPsychology Press, 1994 - 180 síður 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. |
From inside the book
Niðurstöður 1 - 5 af 29
Síða
Því miður er aðgangur að efni þessarar síðu lokaður.
Því miður er aðgangur að efni þessarar síðu lokaður.
Síða 1
Því miður er aðgangur að efni þessarar síðu lokaður.
Því miður er aðgangur að efni þessarar síðu lokaður.
Síða 4
Því miður er aðgangur að efni þessarar síðu lokaður.
Því miður er aðgangur að efni þessarar síðu lokaður.
Síða 7
Því miður er aðgangur að efni þessarar síðu lokaður.
Því miður er aðgangur að efni þessarar síðu lokaður.
Síða 10
Því miður er aðgangur að efni þessarar síðu lokaður.
Því miður er aðgangur að efni þessarar síðu lokaður.
Efni
Industrialism and its consequences 200 40 | 20 |
the oneworld view | 40 |
accepting other | 55 |
What will become of schools? | 72 |
The shift from past to future | 101 |
What can I do? Some bridging strategies | 126 |
the promise of the twentyfirst century | 161 |
References | 168 |
175 | |
Aðrar útgáfur - View all
Common terms and phrases
action agenda approach areas aspects assumptions Australian awareness become beliefs category error chapter choices concerns consciousness consider context create culture curriculum deal dimensions dominant earth economic effect Environmental scanning especially example explore fears framework futures in education futures study global human ibid ideas important industrial Industrial Revolution industrialised innovations institutions interdisciplinarity involved James Lovelock Jonathan Schell Ken Wilber kind knowledge Lewis Mumford literally living Lovelock major materials meaning metaphors nanotechnology notion optimism options organisation paradigm parents past patterns perceptions perspective planet possible post-industrial economy post-industrial society predict problems production question reality recognise responses Richard Slaughter schools scientific sectors sense shift simply social social innovations society stories strategies structures suggests sustainable symbols teachers teaching and learning tend things thinking transformation twenty-first century understanding universe vision Wanniassa wider Wilber Willis Harman world-view