Abstract
This article is a call to rebalance and broaden contemporary education to include a focus on both conformity and transformation. It includes an overview of three different models of education, relating to different educational purposes. Two emphasise conformity in knowledge acquisition – 'mastering knowledge' and 'discovering knowledge' – as well as a third, 'not-knowing', that emphasises transformation in terms of what it is possible to know, to do and to be. The article explores the complementarity of these different models, and the need for further conversations to ensure a greater balance between conformity and transformation within educational institutions.
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