I see that present core values of traditional educational paradigm are based on socio-economical needs rather than on learner’s actualities. Toffler in 1989 mentioned that education is influenced by the mass production mentality of the industry. Bloom’s taxonomy, which is the corner stone, foundation, walls and every brick of the educational system, we discover it was based on military concepts and mentality. Check Pickard 2007, p. 45.
The scream of changing the educational paradigms is paramount-ing. Read the works of Tapscott, Taylor and Katz. What should we change?
There are many suggestive reforms around the world. Some driven by the UN, others drive by the EU commission. Even the World Hank has set its own educational framework. They all have different models, parameters and motives and recommendations. However, they all have one thing in common: they promote lifelong learning.
What is lifelong learning? We will disagree with the answer. Personally, I like how Lambs puts it. He says that the core of lifelong learning is for teachers to “promote the examination of students’ own assumptions and beliefs and thus to think more deeply” (Lamb, 2011, p.68).
The new educational paradigm should prepare individuals to think for themselves, challenge their own beliefs, be ready to change when they find their believes are not suitable anymore. This is the best reform we can offer. It works. Ask me for the proof if you are interested.
So, yes, educators should facilitate learners to reach new frontiers in their learning. And this should start at a very early age… before high school, even before toddler age… it should be included with the breast feeding… You don’t believe me? Read Bruer. If you’re interested, ask me why I believe in this.
If you are interested to know more, read some of the following:
Council of European Union. (2011). Notices from European Union institutions, bodies, offices and agencies: Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy. Europe: Council of European Union. Obtained from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:070:0001:0003:EN:PDF. Accessed on 12 Dec 2011.
Katz, R. (1999). Dancing with the devil : information technology and the new competition in higher education. San Francisco, Calif: Jpssey-Bass.
Lamb, R. (2011). Lifelong Learning Institutes: The Next Challnge. LLI Review, 61-10.
OECD (2009), “Lifelong Learning”, in OECD, Education Today 2009: The OECD Perspective, OECD Publishing.
Pickard, M. (2007). The new bloom’s taxonomy: an overview for family and consumer sciences. Journal of Family and Consumer Sciences Education, Vol. 25, No. 1, Spring/Summer 2007.
Tapscott, D. & Willaims, A. (2010). Innovating the 21st-Century University: It’s Time! EDUCAUSE Review, vol. 45, no. 1 (January/February 2010): 16-29.
Taylor, M. (April 26, 2009) End the University as We Know It. The New York Times, 26 April 2009. [Website]: http://www.nytimes.com/2009/04/27/opinion/27taylor.html?_r=1&scp=1&sq=mark%20c.%20taylor&st=cse. Accessed on 3 Dec 2011.
The World Bank. 2003. Lifelong learning in the global knowledge economy: challenges for developing countries. Obtained from: http://siteresources.worldbank.org/INTLL/Resources/Lifelong-Learning-in-the-Global-Knowledge-Economy/lifelonglearning_GKE.pdf. Washington, DC:The World Bank. Accessed on 3 Dec 2011.
Tofler, A. (1989). The third wave. New York : Bantam Books.