1 / 60

New Education in a New Science for a New Society

New Education in a New Science for a New Society. DUARTE COSTA PEREIRA University of Porto - PORTUGAL Bridging Education into Society the 22th Conference of the European Schools Project Association. NOTE.

damian
Download Presentation

New Education in a New Science for a New Society

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. New Education in a New Science for a New Society DUARTE COSTA PEREIRA University of Porto - PORTUGAL Bridging Education into Society the 22th Conference of the European Schools Project Association New Education in a New Science for a New Society

  2. NOTE In order to optimize the effect of this conference I thought of referring it to my book in 2 vols (1st Volume Foundations, 2nd Volume Practices) : Nova Educação na Nova Ciência para a Nova Sociedade, Editora da Universidade do Porto (2007) ...allowing interested people to deepen their knowledge on specific subjects of the recently published 1st volume... ...and also, either during the Q/A period or afterwards, through the fora available in the book site: www.novaecs.net ...or directly to my e-mail: dcpereir@fc.up.pt ...giving feed back to the author for the second volume of this work, which is attempted to be shaped at this conference. Thank you in advance for your collaboration! New Education in a New Science for a New Society

  3. Starting Point:SCIENCE EDUCATION Its Fashions Its Foundations New Education in a New Science for a New Society

  4. 1960- Learning by discovery, conditioned by either the history or the logic of the discipline. 1970-Learning conditioned by mental development. 1980- Learning conditioned by existing (previously acquired) knowledge. 1990- Learning conditioned by Society and Technology 2000- Learning conditioned by Society, Technology and Evironment Pupil as Scientist. Teaching Scientific Method. Behavioral Objectives. Behaviorist Paradigm Teaching suitable for the available learning schemes. Piaget Paradigm Learning as growing (Ausubel) or change (Bachelard) of cognitive structure. Alternative Conceptions Paradigm. Teaching from concrete cases (everyday life or technological examples) to the concepts . STS Paradigm. STS strategy with special attention to environmental issues. STSE Paradigm. The “Fashions” in Science Education New Education in a New Science for a New Society

  5. The Foundations of Science EducationCONTEMPORARY GENENERAL THEORIES OF EDUCATION New Education in a New Science for a New Society

  6. EDUCATION CONTENTS INTERACTION LEARNER SOCIETY

  7. SCIENCE EDUCATION SCIENCE EDUCATIONALPRACTICE MIND SOCIETY

  8. WHAT SCIENCE EDUCATION? WHAT IS SCIENCE?-chap 1 SCIENCEEDUCATION HOW IS CONTEMPORARY SOCIETY?-chap 2 HOW DOES THE MIND FUNCTION?-chap 3

  9. WHAT SCIENCE EDUCATION? WHAT IS SCIENCE? - chap 1 WHAT RELATION BETWEEN SCIENCE AND SOCIETY?-chap 4 WHAT RELATION BETWEEN SCIENCE AND MIND?-chap 5 SCIENCE EDUCATION- chap 7 HOW IS CONTEMPORARY SOCIETY? - chap 2 HOW DOES THE MIND FUNCTION?- chap 3 WHAT RELATION BETWEEN MIND AND SOCIETY?-chap 6

  10. WHAT IS SCIENCE?- Chap 1 • In the “adventure” of Science looking for its Education that the book attempts to describe, Science is first described (Chap 1) through its philosophy, epistemology and discourse, the most important conclusion being that Science emerges: • as a project of knowledge, • and not as an object of knowledge . New Education in a New Science for a New Society

  11. WHAT IS SCIENCE?- Chap 1 Other important characteristics of contemporary Science discussed are: • Proximity of the two cultures scientific and humanistic • Evolution of the concept of Science • New trends in the Philosophy of Science • Evolution and characterization of the current discourse of Science • Understanding the whole as more than the sum of its parts • Change from a positivist epistemology to a constructivist epistemology with all its corolaries New Education in a New Science for a New Society

  12. WHAT IS SCIENCE?- Chap 1Proximity of the two cultures scientific and humanistic: • abandon of causality (deterministic principle), • acceptance of paradox (eg duality particle / wave), • admission of uncertainity (Heisenberg principle, Copenhagen interpretation of Quantum Mechanics), • no fear of complexity (chaos, fractals, emergence,auto-organization,...). New Education in a New Science for a New Society

  13. Objective Unquestionable Empiricist Linear Dogmatic Elitist Individualist Socialy neutral Descontextualized Subjective Controversial Methodologicaly versatile Complex Non dogmatic (Flexible) Non elitist Based on groups Dependent on power Dependent from context WHAT IS SCIENCE? Evolution of the concept of Science - Chap 1 New Education in a New Science for a New Society

  14. WHAT IS SCIENCE?NEW TRENDS OF THE PHILOSOPHY OF SCIENCE - Chap 1 • Inductivism (naif and probabilistic) • Falsificationism (Popper) • Revolutionism (Kuhn) • Competitionism (Lakatos) • Naturalism (Giere) • Anarchism (Feyerabend) New Education in a New Science for a New Society

  15. WHAT IS SCIENCE?DISCOURSE OF SCIENCE FROM DESCARTES TO NOW - Chap 1 • “Discours de la méthode pour bien conduire sa raison et chercher la VÉRITÉ dans les Sciences”- DESCARTES • Negociation of meaning VEREDICTION - HABERMAS New Education in a New Science for a New Society

  16. DESCARTES Evidence Reductionism Causality Exaustivity NOW Pertinence Globalism Teleologism Agregativity WHAT IS SCIENCE?- DISCOURSE OF SCIENCE PRECEPTS - Chap 1 New Education in a New Science for a New Society

  17. WHAT IS SCIENCE?- DISCOURSE OF SCIENCE Definition of Scientific Concepts as triangulation (Le Moigne) - Chap 1 Ontologic Pole Functional Pole Genetic Pole New Education in a New Science for a New Society

  18. WHAT IS SCIENCE?- -Understanding the whole as more than the sum of its parts - Chap 1 • Rise of systems theory • Need of precision in measure specially regarding non-linear phenomena, due to their extreme sensitivity to initial conditions (Chaos theory) • Rise of complexity • The concepts of emergence and self-organization New Education in a New Science for a New Society

  19. POSITIVIST Science as object of knowledge Basis: ontologic e determinist Metodology: analitic modelling and sufficient reason. CONSTRUCTIVIST Science as project of knowledge Basis: phenomonologic and teleologic Metodology: systemic modelling and intelligent action WHAT IS SCIENCE?EPISTEMOLOGY OF SCIENCE (evolution) - Chap 1 New Education in a New Science for a New Society

  20. HOW IS SOCIETY?- Chap 2 Is contemporary Society similar to the one in which the School as we know it developed? NO!... A great change took place starting in the last decades of the XXth century: From industrial society(started late XVIIIth century... ...to the information society New Education in a New Science for a New Society

  21. HOW IS SOCIETY?- Chap 2 This contemporary information society is characterised by different authors through its aspects of: • Network society • Risk society • Timeless time • Space of flows • Culture of real virtuality (influenced by technology) • Economy: knowdge capitalism (where innovation is fundamental, the market is global and important concepts are creative destruction winds and colaborative competition (coopetition). New Education in a New Science for a New Society

  22. HOW IS SOCIETY?- Chap 2 • This New Society is still served by the “old” Industrial Society School, very efficient for this type of society but unable to cope with the challenges of the very different contemporary society. • Among the challenges for this transition, there is the need for changing the rigid and hierarchical organizations of the industrial society into learning organizations. • This, according to Peter Senge, could be done through the learning of five disciplines (two directed to the individuals, two aimed at improving the function of human groups and a last one- the fifthdiscipline-supporting a new form of thinking, systemic thinking, essential to successfuly tackle the complex contemporary issues (see Chap 1). New Education in a New Science for a New Society

  23. HOW DOES MIND FUNCTION?- Chap 3 Change of paradigm From... • Behavioral Psychology (still much in use in Education) • To... • Cognitive (chap 3) and Discursive (chap 6) Psychology New Education in a New Science for a New Society

  24. HOW DOES MIND FUNCTION?- Chap 3 • Cognitive Psychology: • implies the possibility of modelling what occurs in the brain and not only, as behaviorism stipulated, the observable stimuli and responses. • Consists of positivistCognitive Psychology (information processing) and constructivist Cognitive Psychology New Education in a New Science for a New Society

  25. HOW DOES MIND FUNCTION?- Chap 3MODELS • Behavioral models are only based on observable elements (stimuli and responses) • Cognitive models, contrary to the behavioral ones assume the existence and operationality of a cognitive structure and may be divided in: • Positivist Models- which represent the external world through algoritmic processes (information processing) • Constructivist Models- which adapt to the external world through heuristic processes. New Education in a New Science for a New Society

  26. WHAT RELATION BETWEEN SCIENCE AND SOCIETY?- Chap 4 • Chapter 4 deals with the complex relation between Science and Society in the Information Society, where , according to Gibbons, not only Science “speaks” to Society but Society “speaks back” to it. New Education in a New Science for a New Society

  27. WHAT RELATION BETWEEN SCIENCE AND SOCIETY?- Chap 4 The most important distinction between Industrial and Information Society concerns the knowledge production mode (Mode 2 and even Mode 3 of Scientific Production, instead of Mode 1 of the Industrial Society) New Education in a New Science for a New Society

  28. Mode 1 Academic context Disciplinar Perceptually homogeneous Internal definition of quality and relevance by peers Hierarchic and static structure organization Internal responsibility Academic freedom and demand of knowledge Mode 2 Application Context Multidisciplinar Perceptually heterogeneous External definition of quality and relevance Non-hierarchic, horizontal structures, ad-hoc organizations External responsibility Interests and stake-holders defining the agenda WHAT RELATION BETWEEN SCIENCE AND SOCIETY?- Chap 4 New Education in a New Science for a New Society

  29. WHAT RELATION BETWEEN SCIENCE AND SOCIETY?- Chap 4 • Also important is the Science conditioning by the network Society (Network Science), which demands that Science be: • not only reliable (as in the Industrial Society) • but also socially robust • and capable of transdisciplinarity New Education in a New Science for a New Society

  30. WHAT RELATION BETWEEN SCIENCE AND SOCIETY?- Chap 4 • Also very important to the contemporary SCIENCE / SOCIETY RELATIONSHIP are: • the conditioning of Scientific Knowledge by Nature (Sustainability Science), • and the complex relation among Science, Society and Governement (Triple Helix Model). New Education in a New Science for a New Society

  31. WHAT RELATION BETWEEN SCIENCE AND MIND?- Chap 5 Chapter 5 attempts to characterize the relation Science / Mind through the key concepts: • Cognitive Distribution (knowledge distribution among man, artifacts and other men) • Cognitive Scaffolding (use of tools helping cognition) It also describes two of the great consequences of this problematic: • The development of the need for a scientific literacy (understanding and use of scientific concepts) • The appearing of a third culture (where scientists write to the public in general). New Education in a New Science for a New Society

  32. WHAT RELATION BETWEEN MIND AND SOCIETY?- Chap 6 • In chapter 6 the emergent science of communication, its most important models and the philosophies (representative, expressive e confusionant)on which they are based. • The question of competences which is very important (currently considered above both behaviors and contents in the contemporary formulation of curricula for instance in the Bologna process) is delt with, in particular the transferablecompetences,extremely important as warrants of employability in the contemporary society. • Theoretical models possble for the interaction mind society are finally presented : Socio- Cognitive Constructivism (Vygotsky) and Social Constructionism. New Education in a New Science for a New Society

  33. WHAT EDUCATION?HOW CAN IT BE ACHIEVED? - Chap 7 • Chapter 7 is a kind of syncretic vision of the theories encountered in the other chapters that may be used in Education. • Some of the uses are exemplified but the systematic applications will be delt in vol 2 for which this chapter is a kind of launching platform. New Education in a New Science for a New Society

  34. WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7 • Reforming the existing school, which is a blend from : • Industrial Society School, as far as the production line metaphor applies • Medieval, monastich,School as far as it is ruled by bells... • Towards a Learning School (Senge, 2000) New Education in a New Science for a New Society

  35. THE SCHOOL WE HAVE VERY EFFICIENT FOR THE INDUSTRIAL SOCIETY INSPIRED ON THE PRODUCTION LINE AND PRODUCING UNIFORMIZATION BASED ON INITIAL CERTIFICATE BASED ON A “CRITICAL CORPUS” TO ALLOW PROFESSIONAL ACTIVITY VERY RESISTANT TO CHANGE PREDOMINANT USE OF TRANSMISSIVE METHODOLOGIES BASED ON COMPETITION INFLUECED BY OBSOLETE PSYCHOLOGICAL CURRENTS LIKE BEHAVIORISM THE SCHOOL WE MUST HAVE ADEQUATE TO INFORMATION SOCIETY AIMED AT EMPOWERING INDIVIDUALS FOR EACH SITUATION BASED ON LIFE-LONG LEARNING BASED ON THE WHOLE DEVELOPMENT OF THE LEARNER BOTH FOR WORK AND FOR LEISURE FLEXIBLE AND MOTIVATING PREDOMINANT USE OF CONSTRUCTIVIST METHODOLOGIES BASED ON COLLABORATION AND PROMOTING SOCIALIZATION DEPARTS FROM CONTEXTS TO CONCEPTS WITHOUT FEAR OF COMPLEXITYMETACOGNITIVE AND PROBLEM SOLVING STRATEGIES VERY IMPORTANT WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7 New Education in a New Science for a New Society

  36. …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7 This would originate a new type o citizens: • Not receptors or knowers as Mode 1 Society required • and...producing instead learners • That is, constructors, knowing how to apply the various forms of constructivism (including construccionism) found in each of the chapters of vol 1 (last section). New Education in a New Science for a New Society

  37. Consults information from past Accomodates facts and concepts Stores concepts without relating them Applies knowledge to specific problems Modifies the external stimuli in order to adapt to comprehension Passive –waiting for information to reach him. Projects information in the future Creates, applies and experiments knowledge Creates conceptual networks Creates specific solutions for each problem Modifies a comprehension to explain stimuli Proactive-looks continuously for new experiences Knower (Mode 1 Citizen) Learner (Mode 2 Citizen) New Education in a New Science for a New Society

  38. …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? CONSTRUCTIVISM IN EDUCATION - chap 7 • Constructivism in Education implies the acceptance of the following 4 dimensions of construction: • That Knowledge is constructed physically by learners involved in active learning, • That Knowledge is constructed siymbolicaly by learners interiorizing the action representation • That Knowledge is constructed socialy by learners attempting to communicate their meaning to others • That Knowledge is constructed theoretically by learners trying to explain things that they do not understand completely. This implies that the major task of the teachers is • Not the planning of instruction (as it was in Mode 1 School) • But the design of learning New Education in a New Science for a New Society

  39. …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7 CONSTRUCTIVIST LEARNING DESIGN IN EDUCATION • CONSTRUCTIVIST LEARNING DESIGN implies the consideration of the following elements (Gagnon & Collay): http://prainbow.com • Situations- That students have to explain • Groupings – of materials and students • Bridges-between what the students already know and what is intended they learn • Questions-to formulate and answer • Show – of student thinking notes shared with others • Reflections – that students must do about their learning ( Objectives, products and results are usually imposed from outside in basic and secondary school but must be produced in many tertiary and vocational situations)) New Education in a New Science for a New Society

  40. …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7 Constructivism in the Teaching of Science http://exploratorium.edu/IFI/resources/research/constructivism.html Constructive Principles... • Knowledge is in the individuals and not outside... • Words are not packages of concepts and their meaning needs to be negotiated... • The learning strategy is usualy problem-solving... • Others are very importantes, causing perturbations that being solved leed to cooperative learning • Experience is very important aiming at the partial fit with reality, as the senses are not channels through which truth is transmitted from outside... • Science under a constructivist perspective is not so much the search for truth but the attempt to make sense of the world... • Previous knowledge of the learners is very important... New Education in a New Science for a New Society

  41. …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7 Constructivism in the Teaching of Science http://exploratorium.edu/IFI/resources/research/constructivism.html Constructive PRACTICES... • It is directly opposed to the objectivist practice aiming at having people attentive and passive... • Learners need time to reflect in their experiences and to relate them with what they already know • An important part of learning should be the negotiation of meaning, comparing with what they already know, with what the others say and solving the discrepancies... • The learning process cannot stop at class level; it is important that students compare the knowledge built in the classroom with the knowledge built by the scientific community... • Instead of having quiet and attentive they must be encouraged to speak, not only with the teacher but among them... • The main task of the teacher is to establish and maintain a learning environment with certain characteristics we will mention later... • CLEs (Constructive Learning Environments) are the main multimedia contribution to this perspective. New Education in a New Science for a New Society

  42. …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7IMPLICATIONS TO EDUCATION (cf Graham Hills) Change of Paradigm OLD Teachers in Conventional Classrooms NEW ISLE (intensive supported learning environment), computers, learning laboratories, projects) + Tutorials of small groups, laboratory exercises, case studies, training skills and competences New Education in a New Science for a New Society

  43. OLD Static Impassive Single medium Synchronous Passive Unidirectional Local Audience Real NEW Dynamic Supportive Multimedia Asynchronous Active Interactive Network Person Virtual …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7IMPLICATIONS TO EDUCATION (cf Graham Hills) Change of Paradigm New Education in a New Science for a New Society

  44. OLD Fragmentation of Knowledge Internal referencing, peer review, cronysm and social corruption Absence of context. Flight from reality Objectivity taken to extreme. Dehumanization of science Authoritarian attitudes to knowledge and success Competition between knowledge bases leads to internal uniformity and external conformity Academic values prevail, theory prevails over NEW Holistic, not reductionist Context driven, not subject driven Mission oriented research, not blue skies Team work, not individual scholar Multi-authored publications and heterogeneous knowledge bases Divergent not convergent thinking Reflexive philosophy rather than objective statement Fundamental criterion: does it work? This is the world outside academia …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7IMPLICATIONS TO EDUCATION (cf Graham Hills) Change of Paradigm New Education in a New Science for a New Society

  45. MODE 1 Commune of homogeneous subjects Solitary scholar Open publication and freedom of knowledge Universal themes Objectivity and disinterestedness Fundamental, blue-skies research Life-long vocation MODE 2 Multidisciplinary teams; heterogeneous knowledge Part of active network Intellectual property Mission-led projects, local problem solving and final solutions Serving practical interests Context of application, collectivised problem choice Professional teams and entrepreneurial risk …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7IMPLICATIONS TO EDUCATION (cf Graham Hills) Change of Paradigm : Transition New Education in a New Science for a New Society

  46. Personal Personality Intellectual Professional Craft Speaking, writing, debating, reporting and presenting Evaluation, criticism and judgemental Mathematical, language and philosophical Computation, keyboard, marketing, financial, design and management Drawing, painting, technical, and music …WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - Chap 7IMPLICATIONS TO EDUCATION (cf Graham Hills) Essential Skills (mode 2) New Education in a New Science for a New Society

  47. WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - VOL 2 One can examine in more detail the evolution from Mode 1 Society into Mode 2 Society studying separately a set of transitions contemplating each an everyone of the relevant changes taking place and the consequent curricular changes New Education in a New Science for a New Society

  48. WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - VOL 2 • We claim that the transformation of School should primarily accompany the transformation of Society (Graham, 2003), that may be summarized in the following necessary transitions: • Mode 1 Welfare State (Keynes)  Mode 2 Workfare State (Schumpeter) • Mode 1 Nation-State Knowledge Control  Mode 2 Global Knowledge Democracy • Mode 1 Product-Time  Mode 2 Real-Time • Mode 1 Control Management  Mode 2 Emergence Management • Mode 1 Linearity  Mode 2 Complexity • Mode 1 Rationality  Mode 2 Risk • Mode 1 Knowledge Production  Mode 2 Knowledge Production • Mode 1 Disciplinarity  Mode 2 Transdisciplinarity • Mode 1 Competence  Mode 2 Capability • Mode 1 Modernity  Mode 2 Post- modernity • Mode 1 Knowledge Use  Knowledge Creation New Education in a New Science for a New Society

  49. Description: Nation states are no more capable of aiming at a welfare society, as they have to employ all their resources in innovation. Physical capital is replaced by knowledge capital. Knowledge Capitalism replaces Manufacture capitalism Curricular action: Orienting curriculum to Entrepreneurship Knowledge generation Continuous improvement Achieving Creativity Problem solving Business dynamic WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - VOL 21- Mode 1 Welfare State (Keynes)  Mode 2 Workfare State (Schumpeter) New Education in a New Science for a New Society

  50. Description: Economy is not linear as Schumpeter thought, but networked, not limited by national borders, but global in a complex hierarchy of networks, where the institutional and state control is diminished.Capital knowledge and political influence are intertwined and globaly connected Curricular action: Orienting curriculum to Global Knowledge Base Practice globaly interconnected Networked education system Achieving Cooperativiness Collaborative problem solving Global awareness WHAT EDUCATION? HOW CAN IT BE ACHIEVED? - VOL 2 2- Mode 1 Nation-State Knowledge Control  Mode 2 Global Knowledge Democracy New Education in a New Science for a New Society

More Related