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The New Development Paradigm

Education, Knowledge Economy and Digital Futures


Edited By Michael Peters, Tina (Athlone C.) Besley and Daniel Araya

Although the concept of «development education» has been widely adopted, the term is still not widely understood. With the advent of globalization, the knowledge economy, and, in particular, the formulation of the World Bank’s «knowledge for development» strategy and the UNDP’s «creative economy», development issues have become a central part of education and education has become central to development. It is time to reassess the standard development education paradigm and to investigate the possibilities that take into account emerging trends. The New Development Paradigm, written by international authorities, focuses on three related themes: education, the knowledge economy and openness; social networking, new media and social entrepreneurship in education; and technology, innovation and participatory networks.


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5. Education in the Age of Extreme Digital Exploration, Discovery, and Innovation Fernando A. Hernandez, Kevin D. Franklin, Judith Washburn, Alan B. Craig, & Simon J. Appleford 94


• 5 • FERNANDO A. HERNANDEZ, KEVIN D. FRANKLIN, JUDITH WASHBURN, ALAN B. CRAIG, & SIMON J. APPLEFORD Collect Intelligence From SmartGrids and SmartLearners Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius—and a lot of courage—to move in the opposite direction. —ERNST FRIEDRICH SCHUMACHER To build and propagate a system that develops “SmartLearners”—students who continually acquire new knowledge and skills through integrated, innovative, and interactive learning environments—we must first explore key problems within the current education system. Education today is primarily concerned with the out- come of the learning process and the resulting knowledge acquisition demon- strated through specific test and work task accomplishments. Yet this model promotes the memorization and repetition of facts and figures that silos learning into individual subjects, makes few connections, and leaves little room for devel- opment of the student’s own knowledge discovery and creative inquiry skills. We believe that the education system should be more balanced, giving equal impor- tance to the early stages of the learning process while also considering a learner’s interlocking and interdependent knowledge and technical networks. When we Education in the Age of Extreme Digital Exploration, Discovery, and Innovation b_ch 1 thru 8_t1b 10/4/2013 2:14 PM Page 94 have a clear understanding of what the learner brings to his or her own learning, we can personalize the education experience from the outset and explore how indi- viduals fit into a network of learners and technologies to...

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