Education for the Twenty-First Century
Seiten
2024
Routledge (Verlag)
978-1-032-19663-3 (ISBN)
Routledge (Verlag)
978-1-032-19663-3 (ISBN)
First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms advocated.
First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms 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, but it has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the framework which has determined their raison d’être for the past two hundred years. The authors argue that schools do not need fine tuning, or more of the same; rather some of the fundamental assumptions about schooling have to be revised. They argue that learning about the future must become very much a part of the present, and they set out in the book some of the thinking and several techniques which permit us to confront the future and make it a more friendly place. The book will be of interest to students, teachers and policymakers.
First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms 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, but it has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the framework which has determined their raison d’être for the past two hundred years. The authors argue that schools do not need fine tuning, or more of the same; rather some of the fundamental assumptions about schooling have to be revised. They argue that learning about the future must become very much a part of the present, and they set out in the book some of the thinking and several techniques which permit us to confront the future and make it a more friendly place. The book will be of interest to students, teachers and policymakers.
Hedley Beare & Richard Slaughter
List of figures Foreword by Barry O. Jones Acknowledgements Introduction: how this book came to be 1. The dimensions of change 2. Industrialism and its consequences 3. Global consciousness: the one-world view 4. Beyond scientific materialism: accepting other categories of knowing 5. What will become of schools? 6. The shift from past to future 7. What can I do? Some bridging strategies Conclusion: the promise of the twenty-first century References Index
| Erscheinungsdatum | 01.02.2024 |
|---|---|
| Reihe/Serie | Routledge Revivals |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 358 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-032-19663-7 / 1032196637 |
| ISBN-13 | 978-1-032-19663-3 / 9781032196633 |
| Zustand | Neuware |
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