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Umysł, edukacja, przyszłość – świadomość i zderzenie

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Chojnacka E.

Społeczeństwo. Edukacja. Język

2013

vol. 1

66-76

According to the contemporary theory by Howard Gardner (2009: 26), despite the fact that the school curricula aim at European and global standardization, they do not prepare learners to living in the version of the future world that approaches us. Therefore, we should introduce new ways of teaching, since the current methods have proved to be ineffective. We should also establish new objectives as well as forming novel paths in education, new means of thinking and gaining knowledge, while keeping in mind the demands that the new world imposes on us. Gardner (ibid.) emphasizes the necessity of studying more than one discipline, apart from specializing in one field, in addition to developing the ability to integrate information, the need for creativity, treating others with respect and consolidating the ethos. The requirement underlying the fulfillment of these goals lies within our cognitive skills and relies on the enhancement of five minds: interdisciplinary, integrative, creative, respectful, and ethical. A reflection comes to mind then as to the necessity to gradually build up awareness in learners in order to achieve these objectives and enable them to excel in developing the five minds. Therefore, the Author refers to many methodologists and psycholinguists, who present various aspects accompanying the process of consciously instilling the need for the development of the five minds.

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1 Społeczeństwo. Edukacja. Język

1 Chojnacka E.

1 2013

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Umysł, edukacja, przyszłość – świadomość i zderzenie