Rethinking Education Research Articles

RETHINKING EDUCATION

Teacher: Lox, you can’t do that!Me: Why not?Teacher: Because I say so!Me: Right, this is the big problem. Grown ups still don’t get it. You went to school thirty years ago and you are just carrying on like those teachers you didn’t like back then, who told you what to learn and how to learn it. When they would sit you down in a classroom and force you to learn.Learning is something we choose to do. When a child goes to school they are hardly ever listened to and are not treated as equal beings. Children are not grown ups in waiting. They are just as important but learn things in a different order to you. Even if I can’t yet do my eight times table I can drum, dance and rap.So, what are you doing? Let’s change the playbook. That’s why we are all here, right?

Re-thinking Education for Sustainable Development: Key Learning Insights from the SDSN USA Transformative Education Summit 2023

Re-thinking Education for Sustainable Development: Key Learning Insights from the SDSN USA Transformative Education Summit 2023

Prospects of the Post-Digital University: Analysis of Program Documents in the Field of Education

Introduction. COVID-19 has fundamentally changed the architectonics of the global educational process. While many countries are still analyzing the consequences of the pandemic for education, the world’s largest institutions and organizations are already thinking about the future of education. The purpose of the article is to identify and summarize the prospects for the development of a post-digital university on the basis of this analysis. Materials and Methods. This article presents an analysis of a number of important documents of world organizations on the future prospects of the higher education system during and after the COVID-19 pandemic, as well as official documents on education systems in the Russian Federation and the Republic of Kazakhstan. The main methods of the proposed research are the analysis of program documents in the field of education, as well as a review of the philosophical literature of 2020‒2022 on the trends of the post-digital university. Results. In the worldʼs leading documents on the future of the education system it is shown that education is the main driving force of sustainable development. However, the COVID-19 pandemic has led to an unprecedented destabilization of the entire world education system. The analytical documents, in general, contains the following ideas: increasing the viability of education systems for sustainable development; rethinking education and accelerating positive transformations in teaching and learning. Based on the analysis of the situation, the documents suggested a number of effective measures, is the mains among which: digital transformation of universities; measures to support the research activities of universities. The article suggests that the digitalization of the educational process itself, described in the leading documents on education, will not lead to any results, unless it is accompanied by serious transformations in the content of education. Discussion and Conclusion. In a post-digital university, a radical paradigm shift is needed, the rejection of the neoliberal, standardized, algorithmic structure of the university, its transition to a socially significant, critical, responsible device. New technologies, as well as digitalization in education, should not be a goal, but a means. Only then can progress in education and significant social transformations be possible. The practical significance of this research of the authors lies in the analysis and generalization of strategically important program documents in the field of education on the prospects for the development of a post-digital university.

Revisiting education and training programs: Geoarchaeology as a driver of interdisciplinary reasoning

A core problem of contemporary society is rooted in the educational system and the divides created between the humanities and sciences that have prevented integrated reasoning. This problem affects society at large and has severely impacted the mindset of leadership, precluding in-depth debates involving citizens that lack an understanding of the basic notions and concepts that drive other agencies. Thus, the Lisbon Declaration, approved at the European Humanities Conference based on proposals by UNESCO, CIPSH, and FCT, calls for the integrated teaching of humanities and sciences units at all levels of education, including the doctoral level. This chapter discusses the potential contribution of geoarchaeology towards that aim, as this discipline sits at the heart of the humanities-sciences interaction, thus bridging science methods with human behavior. Geoarchaeology is one of the most important archaeological research methods that offers unprecedented levels of integration between disciplines and geoarchaeological research. It is a good example of how geosciences can contribute towards re-thinking education, in terms of research-based education: learning to research, learning that research on the earth and humans is by nature interdisciplinary, learning to design answerable questions, learning to frame scientific analysis within wider meanings and prospects, and fostering an understanding of the truth and the criteria for truth. This topic is a unique bridge between both human and earth sciences and between science and human behavior, which play pivotal roles in communicating and educating about sustainability. The multidisciplinary dimensions of geoarchaeological approaches have encouraged continuous development and innovation of methods and approaches that have provided new possibilities for explorations in geosciences, research on earth and humans, learning to design answerable questions, and fostering an understanding of truth and the criteria for truth. This text discusses two examples: pigment analysis and micromorphology. Pigment analysis relates scientific methods with rock and mobile art, and also involves experimentation in the making of the art itself, which is a powerful didactic tool, thus linking science with daily observed realities and related cultural traits. Micromorphology is a geoarchaeological methodology currently applied to research, which provides a unique insight into the interdisciplinarity and multidisciplinary relationships associated with humans and society. Despite the complexity of this approach, it provides easily understood information on various segments of society; e.g., soil formation, thus making it one of the most effective tools in the Earth Sciences sector contributing to sustainability and related to daily behavior practices.

Refurbishing learning via complexity theory: Introduction

This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’.

Shifting Paradigms: Rethinking Education During and Post-COVID-19 Pandemic

It is uncontested that education systems globally are under constant pressure to respond to the changing needs of societies. The outbreak of Covid-19 has reminded us that the complexity of education needs responsive practices to facilitate effective teaching and learning across all levels of schooling globally. All over the world, the normative ways of teaching and learning evolved drastically in the first quarter of the 2020 academic year when teachers and students found online offerings to be the dominant option available as a consequence of the pandemic conditions. In South Africa specifically, students and teachers were thrust into virtual teaching and learning situations with the majority of them having no preparation for this shift. This conceptual paper considers education in the current and post-Covid-19 era as the greatest paradigm shift in the history of education. I examine measures taken by higher education institutions to support the provision of education to ensure learning continuation. In this paper, I provide some suggestions for carrying out educational activities during the continuing Covid-19 situation. Educational leaders need to rethink content creation and content sharing and establish working communities to meet the demands of the new paradigm in education.

14 - Rethinking Education in the African Context: Report of a Consultative Meeting held in Dakar, Senegal, 10-11 November, 2016

14 - Rethinking Education in the African Context: Report of a Consultative Meeting held in Dakar, Senegal, 10-11 November, 2016

Beyond the Human: Rethinking Education and Academic Conferencing during the Times of Climate Crisis

Beyond the Human: Rethinking Education and Academic Conferencing during the Times of Climate Crisis

Tofu Is Not Cheese: Rethinking Education Amid the COVID-19 Pandemic

Tofu Is Not Cheese: Rethinking Education Amid the COVID-19 Pandemic

Re-thinking adult basic education for rural development in Nigeria

Re-thinking adult basic education for rural development in Nigeria

Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change

Chilean teachers face the urgent challenge of incorporating environmental and sustainability dimensions into their teaching practices within an economic and social context of extreme neoliberalism, which has an important impact on both teaching practices and hegemonic perspectives on the environment. Therefore, this article explores the motivations that guide the environment-related practices of teachers at Chilean secondary schools. Using a framework of pragmatism and phenomenology, it addresses teachers’ meaning-making through the interpretative axes of their views on the environment and theories of education, addressing the following categories: (1) connection and consciousness; (2) participation and politics; and (3) re-thinking education. The discussion emphasizes the importance of understanding “environmental issues” in context, together with the transversal axis of social change. Teachers’ meaning-making arises from their social and historical context and can be interpreted from the standpoint of traditions of thought originating in Latin America. The article argues that the transgressive element in the studied practices is social change, understood as community action arising from a combination of critical reflection and with an emphasis on the co-production of knowledge in this collective sphere. This is experienced by the teachers as a challenge to their capacity to address the inherent uncertainty of knowledge and the projection of a utopian society as a social right.

Music Teacher’s Competences in the 21st Century

Rethinking education of music teachers for new learners’ generation is as crucial as identifying the new competencies that today’s music teachers need to develop. According to analyses of EU documents and scientists’ conceptions concerning music teacher’s competences, the author characterizes tendencies and priorities for improving music teachers’ competences in the 21st century. The basic task of music education is promoting the formation of learners’ personal attitude to the world, to self and others, to provide the opportunity for learners to learn music as a new form of communication. In this context music teacher has to demonstrate knowledge and understanding not only in music subject, but in a) communication and positive relationship-building; b) collaboration with parents, colleagues, musicians, composers and specialists in other spheres; c) development of creative and social skills of learners based on three pedagogical principles – personalization, participation and productivity, as well as through and in the arts/culture approaches in music education process.

Developing Learners’ Cognitive Strategies and the Motivation to Use Them: Rethinking Education Policy

Strategies—and the motivation to use them—are critical to helping learners solve complex problems and complete complex tasks. These strategies and motivation are specific to certain domains—such as science—and even specific to certain tasks. Policies to improve learners’ strategies and motivations should consider the learners themselves, the teacher, and the learning environment. With regard to learners, teachers should explicitly foster an array of learner strategies and teach them when and how to use them; teachers should expect development across learners to vary depending on other cognitive aspects, such as knowledge, as well as other motivational aspects, such as their interest. Policies should enable and encourage teachers to individualize explicit strategy instruction for each student with teachers developing their own strategy instruction by reflecting on that instruction using action research (i.e., research that is done by teachers in their own areas of practice).

La formación del profesorado universitario para la educación en la gestión de la sostenibilidad

El artículo se inscribe en las propuestas de los Organismos Internacionales (ONU, Global Compact, 2004; ONU, Principios para una Educación Responsable en Gestión, 2007; UNESCO, Replantear la educación ¿Hacia un bien común mundial?, 2015; UNESCO, Educación para los Objetivos de Desarrollo Sostenible. Objetivos de aprendizaje, 2017) para erradicar la pobreza, proteger el planeta y asegurar la prosperidad para todos como parte de la agenda de desarrollo sostenible con la mirada puesta en 2030. En concreto, se parte de los Principios para una Educación Responsable en Gestión (ONU, 2007) y el papel que se asigna a las universidades y a su profesorado. El propósito del artículo se concreta en la presentación de las directrices sobre los objetivos de aprendizaje que se proponen al profesorado universitario, así como de las pedagogías universitarias que tendrían que aplicar en la formación de sus estudiantes. De este estudio preliminar, se puede obtener información relevante para formular propuestas para el diagnóstico de la formación del profesorado universitario.

Investigation into Millennials’ and Z generation’s perception over dual education systems in Romania in a tourism oriented institution

Abstract The importance of the development of vocational education has been highlighted by the European Commission through the communication “Rethinking education” and the one regarding the fight against unemployment among young people. Based on the study of the specialized literature, a number of relevant aspects were identified, regarding the importance of the education and training of the people in relation to the creation of new successful business models but also the importance of studying the profile, attitude and perception of future employees (Generation Z). In Brașov county, Romania, the dual education system was implemented in 2012 and since that moment, the number of both students enrolled and schools grew. This article will show the results of a study case made on the dual system school on tourism, obtained through a questionnaire addressed to students that are participating in dual training, to reveal their perception on this education system. This scientific approach aims to highlight the pros and cons according to the perception of the next employees. Most young people have problems finding their first job, and the practice in business units, specific to the dual education system, can prove to be very attractive to both them and the employers. The importance of the subject in this article derives from both the actuality and the importance of this problem, as well as the fact that in many countries, the system of dual education is relatively “young”.

Start Here, Or Here, No Here: Introductions to Rethinking Education Policy and Methodology in a Post-Truth Era

This special issue takes up urgent questions about how we education scholars might think and do policy and methodology in what has come to be known as the post-truth era. The authors in this special issue grapple with questions about the roles and responsibilities of educational researchers in an era in which research and policy have lost their moorings in T/truth. Collectively they reconceptualize educational research and policy in light of post-truths, anti-science sentiment, and the global rise of right-wing populism. At the same time we editors wonder whether post-truth is given a bad rap. Could post-truth have something productive to offer? What does post-truth open up for educational research and policy? Or, is the real issue of this special issue a collective despair of our own insignificance and obsolescence in the wake of post-truth. Whatever we editors and authors aimed to do, this special issue will not be heard by post-truth adherents and partisans. Perhaps its only contribution is encouragement to stay with the troubles of a post-truth era, even as we despair the consequences of our research and policy creations.

Fierce Urgency of Now: Building Movements to End the Prison Industrial Complex in Our Schools

This article argues that prison abolition and education must be thought and practiced together, now more than ever. Drawing on a forum, Without Walls: Abolition & Rethinking Education in Oakland, CA to dialogue about strategies to challenge carceral logics in classrooms and communities, this article contextualizes the intensification of policing and the criminalization of young people and communities that continues to reach into and beyond all levels of K-12 schools. We share a number of suggestions and starting places based on the ways many educators and youth advocates are building the capacity to challenge the prison industrial complex.

A Linguistic Perspective of EU’s Rethinking Education Program and Its Implications

A Linguistic Perspective of EU’s Rethinking Education Program and Its Implications

Education and sustainability: reinvigorating adult education’s role in transformation, justice and development

Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators’ practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention to issues of planetary environmental sustainability and to global societal transformation and interconnectedness raises further questions and prospects. Two United Nations’ publications in 2015: UNESCO’s Rethinking Education: toward a global common good? and of the United Nations’ Transforming our world: the 2030 Agenda for Sustainable Development pose intersecting concerns for lifelong learning and environmental sustainability. This article engages with those questions in particular regard to the role of adult learning and education. It discusses a field study of non-formal adult education in Ghana. The field study contributes evidence that resiliently humanistic conceptions and practices of non-formal adult education practically succeed to foster transformation, development and human flourishing. That effective humanism gives credence to the ambitiousness of UNESCO and UN agenda for transformation and sustainability and informs international debates.

Re-thinking America's Teacher Education Programs

ABSTRACTMore than ever before, our nation needs teachers who are not only motivated to teach but who are also properly educated, trained, and prepared for the many challenges that are facing our nation's K-12 public schools. The education departments and schools at our colleges and universities cannot continue to do business as usual—they need to adjust their teacher preparation programs to effectively support the changing times, and to provide our future teachers with a realistic and rigorous education. There is little or no disagreement among educators, social scientists, or anyone else for that matter, that great schools are the product of great teachers. It makes sense, therefore, to create a world-class teacher education and training program.