Transcript Teaching and Learning: Toward Lifelong Learning and E

Towards Lifelong Learning for All?
(learning for meaning, meaning for inclusion)
Roberto Carneiro
Catholic University of Portugal
EDEN 2006 ANNUAL CONFERENCE
Vienna, 16 June 2006
ONE SAME HUMAN PERSON,
DIFFERENT HUMAN CULTURES
Homo faber-cultures of tools (technologies)
Homo socialis-cultures of group relation
Homo mediaticus-cultures of communication
Homo figuralis-cultures of symbolim
Homo economicus-cultures of appropriation
Homo conectus- cultures of networking
Homo ludens- cultures of leisure and play
Homo sapiens-cultures of interpretation (meaning)
LIFELONG LEARNING
KEY QUESTIONS!
"How much life have we lost in living ?
How much wisdom have we lost in knowledge ?
How much knowledge have we lost in technology ?“
T. S. ELIOT (1888-1965)
(East of Eden ?)
THE VALUE CHAIN
INFORMATION
KNOWLEDGE
LEARNING
MEANING
META
META
META
META
DATA
INFORMATION
KNOWLEDGE
LEARNING
Complex
Qualitative
Simple
Service
Quantitative
Product
MEANING (AND SENSE-BUILDING)
THE LOCUS OF ALL HUMAN ENDEAVOUR, THE
PERSONAL AND ORGANISATIONAL QUEST:
Constructing Meaning, Finding a New Paradigm to
People
•Transformative Learning
TWICE-BORN
•Deepening Consciousness (with others)
COPING WITH
INTEGRITY
•Generating Social Capital
•Ascending from Mechanics to Biology
Organisations
•Learning through Communities of Practice
•Discovering the way to Metanoia
METANOIA
COPING WITH
UNCERTAINTY
LEARNING – A NEW
PUZZLE, UNESCO 1996
Learning to Be
Interpretative
Skills
Learning to Do
Resolutive
Skills
Learning to
Know
Cognitive
Skills
Learning to Live
Together
Relational
Skills
LEARNING FOR
MEANING (Carneiro, 2004)
LEARNING
TO BE
Human
Condition
Self
TO KNOW
TO DO
TO LIVE
TOGETHER
(The) Other
Citizenship
Participation
Cultural
Belonging
Rights and
Duties
Community
Belonging
Information
&
Knowledge
Diversity
Dialogue
Processing
Sharing
Vocational
Identity
Learner
Production
Endeavour
Conscience
Wisdom
Human
Synthesis
Happiness
Solidarity
Increasing scope
Increasing fragmentation
and complexity
of knowledge
of systemic awareness
and responsibility
A mismatch of
variety and
connectedness
THE WAY TO INCLUSIVE KNOWLEDGE
CLASSICAL APPROACH
What to teach
How to teach
NEW APPROACH
Where to learn
When to learn
Initial Education
for a lifetime
Flexible Learning
throughout life
Status-ridden
Knowledge
Inclusive
Knowledge
“Have-nots”
“Haves”
LIFELONG LEARNING
A COMMUNITARIAN APPROACH
“What life have you if you have not life together?
There is no life that is not in community”
T. S. ELIOT (1888-1965)
(East of Eden ?)
‘PRODUCERS’ OF COMMUNITY
“The fact that we are social animals is not just an adventitious,
accidental feature of our nature, but lies at the very core of what it
is to be human. We simply could not live, could not continue our
existence as humans, without our sociality.
(...) Human beings, in contrast to other social animals, do not just
live in society, they produce society in order to live. We cannot
know ourselves except by knowing ourselves in relation to
others.”
M. Carrithers, “Why Humans Have Cultures”, 1992, p. 1-2
CATEGORIES OF HUMAN
ADVANCEMENT NEEDS
1. PERSONAL AND CULTURAL
DEVELOPMENT
2. SOCIAL AND COMMUNITY
DEVELOPMENT
3. PROFESSIONAL DEVELOPMENT
AND SUSTAINABLE EMPLOYABILITY
LIFELONG LEARNING FOR ALL
FOUR STRATEGIC DEVELOPMENTS
TEACHERS AT THE
CENTRE OF
LEARNING
OPPORTUNITIES
STUDY-TIME
ENTITLEMENTS
AFTER COMPULSORY
SCHOOLING
THE DUAL SYSTEM:
OVERCOMING THE
“TRUST GAP”
BETWEEN COMPANIES
AND SCHOOLS
NETWORKED
LEARNING AND
PARTNERSHIPS FOR
LIFELONG EDUCATION
Learning: The Treasure Within, UNESCO, 1996-2006
A CHANGING LANDSCAPE
FROM ALL TAUGHT LEARNING
TO
SOME TAUGHT LEARNING
A LOT OF SELF-LEARNING
STRONG COMMUNITY LEARNING
INCREASED ASSISTED LEARNING
TECH-ENHANCED LEARNING
UNBUNDLING EDUCATION SERVICES WILL ALLOW FOR
ENHANCED OPPORTUNITIES IN NEW LEARNING
DIFFERENT LEARNING LOCI
– UBIQUITOUS LEARNING
On-the-move
On-the-move
School
School
Workplace Workplace
Home
Home
TEACHING AND LEARNING
MODES
same
place
traditional
school
same
time
old-media
distance ed
different
places
shift or
year-round
education
new
learning
different
times
NEW LEARNING VS
INDUSTRIAL EDUCATION
While the industrial model seeks growth based
on expansion of inputs (low returns to scale
condemned to diminishing returns), new
learning inaugurates a new age of productivity
growth and efficiency gains (growth in output
per unit of input). This is achieved by
“openness” – attribute that allows proper
knowledge diffusion and uptake: from industry
to service.
ADAPTIVE AND
GENERATIVE LEARNING
ADAPTIVE “OLD” LEARNING
GENERATIVE “NEW” LEARNING
• Responding to
environmental change
• Coping with threats
• Reacting to symptoms
• Capturing trends and
incorporating early signs of
change
• Eliciting flexibility as prime
value
• Expanding capabilities
• Enhancing creativity
• New ways of looking at the
environment
• Adressing underlying
causes
• Thinking differently
• Anticipating futures
THE THREE EYES OF LEARNING
PERSONAL AND SOCIAL TRANSFORMATION
• EYE OF SENSE
* perception, empirical, subject to “expansion”
• EYE OF REASON
* rational, conceptual, subject to “perfectioning”
• EYE OF CONTEMPLATION
* intuititive, emotional, subject to “deepening”
LIFELONG LEARNING
A SENSE OF PURPOSE: CULTIVATING HUMANITY
Three kinds of progress are significant for culture:
progress in knowledge and technology; progress in the
socialisation of man; progress in spirituality. The last
is the most important…technical progress, extension of
knowledge, does indeed represent progress, but not in
fundamentals. The essential thing is that we become
more finely and deeply human.
Albert Schweitzer, The Teaching of Reverence for Life,
p. 33, 41
(East of Eden ?)
The economics of knowledge:
Why education is key for Europe’s success
Andreas Schleicher, The Lisbon Council 2006
“The reality is, people who depend the most on post-school
education and training opportunities, such as the
unemployed or those with low-skilled jobs, get the fewest
training opportunities. People who have not completed
upper secondary education are on average less than half
as likely to be found in post-school education and training
programmes in most European countries – and less than
25% as likely to be found there if they don’t have adequate
tertiary education.”
Towards equality in lifelong learning – the opportunity
gap – can we reinvent LLL and informal education to
address the low-end needs of our societies?
Scenarios: delivery vs paradigm vs
driver
Learning
Society
Customised
Knowledge
Age
Segmented
Uniform
Market
Clockwork
Orange
Industry
Communities
Bureaucracy
Globalisation
New Humanism
NEW CITIZENSHIP:
RIGHTS AND DUTIES
(breathing new life into our European social contract)
EDUCATION
AS A RIGHT
LEARNING
OR
STUDY
CREDITS
LEARNING
AS A DUTY
WORK
AND
LEARNING
CONTRACTS
MUITO OBRIGADO!
(Thank you very much!)
[email protected]
(for meaningful exchanges)