Wednesday, 16 April 2014

Senge - Education for an interdependent world

Students today are aware of the global changes that are taking place.  Education can no longer perpetuate the industrial age values of economic consumerism.  The re-creation of education is dependent of communities that are committed to a future that has a future, not just educators.  Foundational changes include:
  • -          Systems thinking
  • -          Authentic youth engagement
  • -          Rethinking schools as learning communities, and
  • -          Education for sustainability

The process of education needs to be re-contextualised, by teaching children to be more responsible for their own environment, developing awareness of interconnectedness, and tackling complex real-life community issues.   Schools need to re-construct themselves into a learning community, where learning isn’t constricted into an isolated classroom.  This encourages the view that educators are not restricted to the classroom teacher, but to all adults that the child interacts with.  The need for education to evolve is apparent, and that cannot happen alone.  This however is impeded by the demand from society that school remain familiar to their childhood experience.     (Senge, 2010)

Senge, P. (2010). Education for an interdependent world: Developing Systems Citizens. In A. Hargreaves, M. Lieberman, Fullan, & D. Hopkins (Eds.), Second international handbppk of educational change, Part 1 (pp. 131-151). New York: Springer.

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