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David Mitchell - The Futures Dimension in Education

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Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
Education for an industrial age
Education for a post industrial age
Social control
Social emancipation and mobility
Schools resembling a production line
Schools resembling contemporary life and work
(mass groups/ divided into age categories/
herded between standard sized rooms/
bells and timetables)
Rigid discipline
(different spaces for different purposes, working with
mixed ages, flexible arrangements for when and
where work/ learning takes place)
Flexibility
Exclusive
Inclusive
(Sifts managers/ professionals from factory
workers)
Discrete academic subjects
Knowledge content
Individual work and individual assessment
of academic knowledge
Schools separated (physically and
psychologically) from work/ life
Short term (a passport to university/ job)
(draws out everyone’s personal abilities to succeed
and find their niche in life/ work)
Broad experience & interdisciplinarity
Learning process
Group work and group assessment of skills and
abilities
Schools and education integrated into community,
family and workplaces
Education and learning continues lifelong
Teachers (impart knowledge)
Mentors (guide learning)
Knowledge �put in’ to young people
Knowledge about/ for the past
Abilities and interests �brought out’ of young people
Knowledge for future (sustainability & community)
Based on Futurelab 2006 & 2009)
Futures, Education and Geography – my journey so far
Living
Geography
The problem of
�relevance’
Purpose – what is
education for?
Education for Sustainable
development
What’s going to
happen in the
future?
What was education &
schooling designed for?
What’s happening
now?
References
Alexander, T. & Potter, J. (2005) Education for a Change. London: RoutledgeFalmer.
Barber, M. (2009) We are the people we’ve been waiting for. [Online] Available at
http://www.wearethepeoplemovie.com
Bauman, Z. (2000) Liquid Modernity. Cambridge: Polity Press.
Beare, H. (2001) Creating the Future School. London: Routledge Falmer.
Beck, U. (1992) Risk Society: Towards a New Modernity. London: Sage.
Breslin, A. (2005) chapter 20 Curriculum, schooling and the purpose of learning in Alexander, T. and Potter, J. (2005) Education for
a Change. Abingdon: Routledge Falmer
Castells, M. (ed.) (2004) The Network Society: A Cross Cultural Perspective. London: Edward Elgar.
Edge, K. & Bourne, D. (2009) Exploring the Global Dimension in Secondary Schools. Final Research Report for the DCSF
(unpublished)
Furedi,F. (2009) Wasted: Why Education Isn't Educating London: Continuum Press.
Futurelab (2009) Educational, social and technological futures: a report from the Beyond Current Horizons Programme.
[online] Available at http://www.beyondcurrenthorizons.org.uk/ Last accessed 05/01/2010
Futurelab (2006) What if...Re-imagining learning Spaces. [Online] Available at
http://www.futurelab.org.uk/resources/publications-reports-articles/opening education-reports/Opening-Education-Report128
Last accessed 05/01/2010
Giddens, A. (1999) Runaway World: How Globalisation is Reshaping Our Lives. London: Profile Books.
Handy (2005) Schools for life and work. In Alexander, T. & Potter, J. (2005) Education for a Change. London: RoutledgeFalmer.
Hirst, P. H. (1974) Knowledge and the Curriculum. London: Routledge.
Jackson, P. (2006) �Thinking Geographically’, Geography, 91(3) pp.199-204
Jones, K. (2003) Education in Britain: 1944 to the present. Cambridge: Polity Press.
OECD (2001) Schooling for Tomorrow What Schools For the Future? Paris: OECD publishing
QCA (2008) A big picture of the curriculum [Online] Available at http://www.qcda.gov.uk/5856.aspx Last accessed 05/01/2010
Standish, A. (2009) Global Perspectives in the Geography Curriculum. London: Routledge.
Westaway, J. (2009) A sustainable future for geography? Geography, 94 (1) 4-12
White, J. (2007) What Schools are For and Why. Impact paper No 14. Manchester: Philosophy of Education Society of Great Britain.
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