The ‘global village’ of tommorow does not accept classical structures. Development of human capital asks for creativity and differentiation. To facilitate this process is the biggest challenge for education. Education needs a breakthrough!
Our society isn’t based on pre-designed blueprints anymore. We speak in terms of the knowledge-economy as if we draw a construct. I don’t believe in such a way of thinking anymore. Thinking in blueprints for our future is over. Thinking in top down imposed structures is over. Thinking in concept of hierarchical leadership is over. It’s more and more about facilitating people to be creative. Our challenge is: can we reach the potential of student for real?
Like Richard Florida said, learning must involve ‘tolerance’, ‘talent’ and ‘technology’. In fact he asks for an environment where people are motivated and facilitated to develop their potential. I would like to add a 4th T: ‘trust’. Educators and management have to give trust to students. To trust on your talents and use your potential to contribute to the development of society needs not only corrage but also trust of others.
To realise this kind of education is more and more about professional behaviour and attitude. It’s about educating curiousity and enterpreneurship. It’s about the professional who knows his potential, talents and uses curiosity and enterpreneurship to solve tommorows problems.
The word ‘professional’ connects with the word ‘profession’. It’s someone with knowledge who delivers quality and results. It’s someone with specialist knowledge, a great ability to cooperate, sensitive for the environment and strives for autonomy, like a doctor. This kind of professional is empowered and personally involved with work and has a strong feeling of ethics. Lets develop learning that implicitly has this.
As lecturers we must see practice through the eye of pedagogy. Because not everything that is ‘scientific proof’ is also valuable and a way forward. Please start a dialogue on this.
In short: Focus on curiosity instead of research.
Focus on talents instead of standarisation.
Focus on differentiation instead of a one-size-fits-all approach.
Focus on feedback instead of testing.
Focus on ‘master assessement’ instead of standardised assessments.
Value the mathician (science of learning) and decrease the impact of the educational scientist (science of education). Give learning back to life!