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ERIC Number: EJ858797
Record Type: Journal
Publication Date: 2009-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-1529-8957
Hard Facts and Soft Skills
Terego, Alex
Principal Leadership, v10 n1 p42-44 Sep 2009
The argument now raging in academic circles pits those who espouse teaching 21st century skills against those who believe that schools should be teaching explicit and well-sequenced content. This debate has largely been framed as an either-or proposition. In this author's view, portraying this debate as one between two mutually exclusive sides does it a disservice. Debate is a powerful weapon in the battle to uncover truth. But if its participants' aims are to stake out irreconcilable positions, it will not help the more than 50 million students in U.S. schools. Consensus must be the outcome of this debate for their sakes. Framing the argument as hard facts "plus" soft skills, rather than hard facts "versus" soft skills, will avoid an unnecessary schism amongst the leaders, researchers, and commentators who shape schools. Educators should welcome and add to the current curriculum the skills that have been in western intellectual tradition for millennia and have been sorely missed. Supplementing memorization with high-order thinking and adding discovery to learning are both back in vogue. Universities, colleges, businesses, and all other employers will welcome the appearance of candidates who can do a lot more than take tests really, really well.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A