What type of world?
As we begin our sharing our reflections this week on innovative reforms in learning systems, curriculum and pedagogy, it is good to take a step back from specific activities and look at the broader context in which such reforms must take place.
Education is after all basically about preparing children, youth and adults for the future. But if those responsible for the educational process--teachers, administrators, and policy makers alike-are not too clear about what that future is going to be like, then the validity of the entire educational effort can be questioned.
Perhaps the worst error that can be made, and it is unfortunately quite common, is that the future will simply be an extension of the present. This translates into a mind-set of non-innovation and non-reform, preserving systems designed for a now obsolete environment and hoping it will serve in a vastly different context.
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