Meaning and Learning in a World of Instability and Multiplicity

Autor/in	Kress, Gunther
Titel	Meaning and Learning in a World of Instability and Multiplicity
Quelle	In: Studies in Philosophy and Education, 27 (2008) 4, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-007-9070-2
Schlagwörter	Learning Theories; Local Issues; Global Approach; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Globales Denken; Ausland; Großbritannien
Abstract	Globalization impacts on education everywhere; it is impossible to consider issues of curriculum or pedagogy without bearing in mind the effects of globalization. Here I consider to what extent it is possible to imagine curricula and pedagogies which could function at a global level? I do so from an anglo-phone perspective, from within the UK (and similar societies) in the early part of the 21st century. The challenge is to develop means of analysis which allow distanced reflection on local issues and at the same time facilitate descriptions at a global level, relatively free of the "skew" of the local. The article deals with four issues: "dominant myths" which still govern contemporary thinking about education; addressing the "transitional generation," a generation which straddles the shifts produced by the fault-lines in present social and political transitions of arrangements of power and authority; the "characteristics and effects of present and likely future environments of learning," distinct "historically and geographically"; and the urgent need to develop "apt theories of learning," that is, theories of learning which are apt for these new givens. What unites all these is the commonality of "the experience of learning" in a world of instability and multiplicity of meaning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10