22nd ESP conference in A Coruña Spain

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Bridging Education into Society - Henk Sligte

Education needs to be fully integrated in society, and vice versa. Society has evolved to an Information Society and a Global Village. More and more challenges have to be taken up by schools and their teachers. In order to educate young people towards full citizenship more authentic learning is necessary, in direct interaction with peers abroad, and more authentic bridges to the world of politics, work, culture, sport, the whole society in fact, are to be built. To be competent participants of society, new literacies are to be developed: functional literacy, also in foreign languages, media literacy, social literacy and in the end cultural literacy, fostering “openness”, generosity towards others and a lively curiosity. Thus learners are empowered to integrate the cultural experience of the Other into his/her learning, in a way that continually modifies our overall image of the world. Education thus has to reach into society. And ICT offers increasingly multi-faceted tools to do the bridging.
In my speech I will touch upon the various aspects of new literacies, lifelong competence development, especially of teachers, and the new challenges of contemporary schools. These challenges are increasingly tackled by basing practices within education on evidence, derived from research that is done in assignment of schools, and in which researchers collaborate with teachers. This constitutes another bridge between education and its surrounding society.

New Education in a New Science for a New Society - Duarte Costa Pereira

The explanation of how Education influences our minds and the search for the best way of doing it, has evolved much in the same way as Psychology itself, subject to three revolutions from the beginning of the twentieth century (the behavioural, the cognitive and the discursive). Also the contents used by Education, particularly the one that is the object of this book, Science, evolved from the illuminism of XVIIIth century to the current constructivism, passing by the different forms of positivism of the XIXth and XXth centuries. The optimization of Science Education must consider all the characteristics of both Science and Mind but also of the complicate emerging Knowledge Society, together with their relationships. This is so, not only to facilitate the insertion of people in the Knowledge Society but also to counter certain negative aspects of this Society.
The analysis of the current theories on Mind, Science and Society, and the relations of these subjects, is what the author, getting hold of the vast experience of his long carrier, attempts to do in this talk, as he does more extensively and deeply in his recently published book “Nova Educação na Nova Ciência para a Nova Sociedade” in which he tries to establish a solid basis for contemporary Science Education. The details of a Pedagogy of Science, established from an eclectic point of view and promised for a second forthcoming volume will also be referred using the appropriate mixture of the constructivisms described in the first volume for each particular case (psycho, socio and auto-constructivisms and their blendings) and also mixing in appropriate proportions the three traditions of pedagogy: the behavioural , the cognitive and the discursive. This will be done through comprehensive theories that account for many if not all the foundations reported in the first volume as the Theory of Conceptual Fields, the Theory of Mental Models and using many of the concepts that appeared in the first part as distributed cognition, cognitive scaffolding, concept migration, transdisciplinarity, sustainability, etc.



Session 15:15 - 16:00
Date created:03/04/08
Last change:03/04/08
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