A New World of Learning – Europe 2020

Pero Lučin
[email protected]
University of Rijeka, Croatia.

Predstavitev

Povzetek

V drugem desetletju enaindvajsetega stoletja se šole soočajo z velikimi izzivi. Prvič v zgodovini človeštva se zavedamo, da študente pripravljamo na prihodnost, ki je ne moremo jasno opisati. Zato se morajo načrtovalci in organizatorji izobraževalnih sistemov zavedati, da živimo v eksponentnem času, da se učni process spreminja zaradi vplivov tehnologije in da se človeški možgani evolucijsko prilagajajo zaradi preživetja in eksponentnih razmer. Prilagajanje možganov (nevroplastičnost) je trajna sposobnost reorganizacije možganske strukture in funkcije (nevronske povezave), ki temelji na novih izkušnjah (učenje). Raziskave nevroplastičnosti bodo močno vplivale na področje izobraževanja. Poleg tehnoloških sprememb in prilagajanja človeških možganov prihaja tudi do družbenih sprememb: industrijska civilizacija izginja, vzpostavlja pa se na znanju temelječa civilizacija. Te spremembe nujno vplivajo na trenutni izobraževalni sistem, ki je ustvarjen za potrebe industrijske civilizacije; in tudi učitelji so usposobljeni za ohranjanje industrijske družbe. Bistveno vprašanje je, kako naj se izobraževalni sistem odzove na naštete spremembe? Odgovor je teoretično preprost, praktično pa izjemno zapleten: fleksibilnost. Izobraževalni sistem potrebuje fleksibilnost na področjih učnih vsebin, učnih modelov, časa in prostora za učenje in učnih mrež. Zato se mora usmeriti k jasno opredeljenim ciljem učenja, fleksibilnim potem učenja in vseživljenjskemu učenju, ki se osredinja predvem na osnovno človekovo pravico do izobrazbe, ne pa na ekonomski ali tekmovalni imperativ. Izobraževalni sistem je osnovno orodje skupnosti za sistematičen razvoj družbe in ekonomije, kar pomeni, da je del osnovne družbene infrastructure, medtem ko je osnovna naloga učiteljev povezovati možgane v procesu učenja.

Abstract

In the second decade of the twenty-first century schools are faced with huge challenges. For the first time in the history of the mankind we are becoming aware that we are preparing our students for the future that we cannot clearly describe. Thus, all those who plan learning and organize educational systems should be aware of the facts that we live in exponential times, that the learning process changes under the influence of technology and that the human brain adapts as part of the normal process of evolution, i.e. the adjustment for survival in exponential life conditions. Brain adjustment (neuroplasticity) is a life-long ability to reorganize brain structure and function (neural paths) based on new experiences (learning). Research and findings about neuroplasticity will therefore have a great impact in the field of education. Alongside with technological changes and human brain adjustments, there are also social changes: industrial civilization disappears and knowledge-based civilization arises. These changes necessarily affect the current educational system which is built for the needs of industrial civilization, whereas teachers were educated for maintenance of the industrial society. Therefore, the crucial question is: how should the educational system respond to all these changes? The answer is simple in theory, but exceptionally complex in practice: flexibility. The educational system needs flexibility of learning contents, learning models, learning times and spaces, learning goals and assessment of educational achievements, as well as learning networks. This is why the educational system needs to be directed towards well defined learning outcomes, flexible learning paths and lifelong learning, which focuses primarily on the basic human right to education, and not on an economic or competitive imperative. Educational system is the basic community tool for systematic development of society and economy, which means that it is a part of the basic community infrastructure and the basic task of teachers is to connect brains through the process of learning.