Report of the International Commission on Education for the Twenty-First Century, Third Session (Paris, France, January 12-15, 1994). Report on the Study: Education and Science. [Report No.: EDC/5; [Report No.: EDC-94/CONF-002/

Institution	International Commission on Education for the Twenty-First Century (UNESCO), Paris (France).
Titel	Report of the International Commission on Education for the Twenty-First Century, Third Session (Paris, France, January 12-15, 1994). Report on the Study: Education and Science. [Report No.: EDC/5; [Report No.: EDC-94/CONF-002/
Quelle	(1994), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decision Making; Educational Planning; Elementary Secondary Education; Foreign Countries; Futures (of Society); Higher Education; International Cooperation; International Education; International Educational Exchange; Science and Society; Science Instruction; Universities + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Bildungsplanung; Ausland; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Erziehung; Internationaler Austausch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; University; Universität
Abstract	This report of the third session of the International Commission on Education for the Twenty-First Century describes the two main items on its agenda: the teaching of the sciences, and the production of knowledge, mentioning in this connection the particular role of the universities. From these debates and deliberations arose a number of central ideas that provided a framework for the suggestions concerning these two items. The three central ideas from the debate on education and science included: (1) questions on the meaning of science; (2) the amgibuous role of science with regard to cultures and societies; and (3) science as a factor for individual evolution. The teaching of sciences is discussed. Education must arrange two approaches to science: (1) the learning of curiosity about the natural and technical environment; and (2) access to mathematics, which is both an instruction in logic and a way of expressing the world, particularly for the 21st Century, where the things that science deals with are increasingly abstract and invisible. The prior condition of access to mathematics is command of language. The report distinguishes between four levels in the teaching of science, which, though interdependent, are covered by different recommendations: (1) basic or primary education for children; (2) secondary education; (3) higher education, of which universities are only a part; and (4) continuous education or the popularization of science for adults. Central ideas on the production of knowledge and the multiple role of universities and higher education in general include: (1) the development of the different sciences; and (2) the future of scientific and university systems. (DK)
Anmerkungen	Secretariat, UNESCO, 7 Place de Fontenoy, 75352 Paris 07 SP, France; fax: 014-306-4678; phone: 014-568-4876.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01