Complex Knowledge and Education Competences. IBE Working Papers on Curriculum Issues No. 8

Autor/in	Aguerrondo, Ines
Institution	International Bureau of Education (IBE) (Switzerland)
Titel	Complex Knowledge and Education Competences. IBE Working Papers on Curriculum Issues No. 8
Quelle	(2009), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Epistemology; Academic Achievement; Minimum Competencies; Knowledge Base for Teaching; Knowledge Economy; Models; Systems Approach; Educational Principles; Change Strategies; Educational Methods; Performance Factors; Curriculum Evaluation + Suchen Sie Ihr Suchwort? Bildungsreform; Erkenntnistheorie; Schulleistung; Fundamentum; Mindestwissen; Teaching theory; Theory of teaching; Unterrichtstheorie; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Analogiemodell; Systemischer Ansatz; Bildungsprinzip; Lösungsstrategie; Educational method; Erziehungsmethode; Leistungsindikator; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	There is a clear conscience today that one of the dimensions of the crisis of education systems has to do with the crisis of the hegemonic models of how to teach and, above all, with the classic hegemonic definition of what to teach. There is also agreement about the fact that the great novelty of the times is that the nation is facing an education "revolution" which is of a totally different nature from the changes that education encountered previously. The problem is that expanding education is not enough, nor improve it; now the model has to be rethought and to do so the three pillars of the didactic triangle have to be redefines: what is understood for the subject of teaching, what is understood for the subject who teaches and what is understood for "valid" knowledge to transmit. This discussion is in its infant stage and the author believes that not confronting this issue would be very detrimental, as it would obstruct the development of the new education paradigms. The author's opinion is that one of the reasons for the unresolved crises in education is that the systems--and the great majority of education reforms proposed--are still based on a model of knowledge no longer pertinent, an obsolete knowledge, a model of knowledge applicable at the time education systems were created, but unable to mutate towards the new definitions. The author argues that the present education changes ignore the latest developments of epistemology which are today redefining the knowledge in the ambits of academic discussion. A bibliography is included. (Contains 9 footnotes.) (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10