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Education and Training in a Globalized World Society

Conforming – Resistance – Ego-boosting

Renate Kock

Is there a pedagogy for a globalized world society which guarantees a successful school education? Research into this question seems topical and constructive against the background of the PISA-Studies and their results. The author examines the different paradigms of pre-modern pedagogy, the pedagogy of the secular Modern and the Post-Modern. Taking India as an example, the models of Tagore and Ghandi, current reform-projects in the south-west of the country and education and training-concepts of a society of people who understand themselves as global are investigated. In the conclusion, the author presents ten summarized theses on how education and training should gauge the effects of a global social change on their working conditions.
Contents: Globalized World Society, Civic Society – Global Education, Productive Learning, Civic Education, New Learning – Pedagogy before the Secular Modern Age – Answers of the Modern School of Thinking – Freinet, Freire, Montessori, Wygotski, Piaget, Bernstein, Illich – The Construction of Knowledge in the Post-Modern Age – Maturana, Constructivistic Didactic Approaches – The Indian National Curriculum from Ghandi to Jomtien.