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ERIC Number: ED541877
Record Type: Non-Journal
Publication Date: 2009-May
Pages: 16
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Complex Knowledge and Education Competences. IBE Working Papers on Curriculum Issues No. 8
Aguerrondo, Ines
UNESCO International Bureau of Education
There is a clear conscience today that one of the dimensions of the crisis of education systems has to do with the crisis of the hegemonic models of how to teach and, above all, with the classic hegemonic definition of what to teach. There is also agreement about the fact that the great novelty of the times is that the nation is facing an education "revolution" which is of a totally different nature from the changes that education encountered previously. The problem is that expanding education is not enough, nor improve it; now the model has to be rethought and to do so the three pillars of the didactic triangle have to be redefines: what is understood for the subject of teaching, what is understood for the subject who teaches and what is understood for "valid" knowledge to transmit. This discussion is in its infant stage and the author believes that not confronting this issue would be very detrimental, as it would obstruct the development of the new education paradigms. The author's opinion is that one of the reasons for the unresolved crises in education is that the systems--and the great majority of education reforms proposed--are still based on a model of knowledge no longer pertinent, an obsolete knowledge, a model of knowledge applicable at the time education systems were created, but unable to mutate towards the new definitions. The author argues that the present education changes ignore the latest developments of epistemology which are today redefining the knowledge in the ambits of academic discussion. A bibliography is included. (Contains 9 footnotes.)
UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Publication Type: Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Bureau of Education (IBE) (Switzerland)