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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