Bits, Bytes and Dinosaurs: Using Levinas and Freire to Address the Concept of "Twenty-First Century Learning"

Autor/in	Benade, Leon
Titel	Bits, Bytes and Dinosaurs: Using Levinas and Freire to Address the Concept of "Twenty-First Century Learning"
Quelle	In: Educational Philosophy and Theory, 47 (2015) 9, S.935-948 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1035159
Schlagwörter	Educational Philosophy; Information Technology; Job Skills; Futures (of Society); Computer Mediated Communication; Teaching Methods; Interpersonal Communication; Humanism; Social Change; Lifelong Learning; Technology Uses in Education; Knowledge Economy; Ethics; Discourse Analysis; Self Concept + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Informationstechnologie; Produktive Fertigkeit; Future; Society; Zukunft; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Humanismus; Sozialer Wandel; Life-long learning; Lebenslanges Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Ethik; Diskursanalyse; Selbstkonzept
Abstract	The discourse of twenty-first century learning argues that education should prepare students for successful living in the twenty-first century workplace and society. It challenges all educators with the idea that contemporary education is unable to do so, as it is designed to replicate an industrial age model, essentially rear-focused, rather than future-focused. Future-focused preparation takes account of the startling effect on economy and society caused by rapid technological change, to the extent that the future cannot be accurately predicted. It is a discourse that effectively renders knowledge obsolete, and which relies increasingly on communication technologies and online pedagogies. This is however an education which in some respects deepens the loss of identity characteristic of contemporary times. Thus, it has negative implications for face-to-face interactions in community which underpins the development of democratic practices. This article challenges these futuristic discourses by appealing to two philosophers of the twentieth century, namely Emmanuel Levinas and Paulo Freire. It considers the Levinasian concepts of the Other and the face, and the Freirean concepts of humanisation and critical education to argue that they offer a discourse of possibility and hope. These thinkers enable the argument that, despite rapid change, there are certain attributes and dispositions that transcend time and place, which schools have not only a right, but an obligation to develop. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01