Dear GTN,
The theme of our March discussion is The Pedagogy of Transition: Educating for the Future We Want. In this time of perilous change, education for the world we want has become ever more urgent. We need evolved educational philosophies, curricula, and
pedagogy that cultivate integrated knowledge and new consciousness for citizens of an uncertain global future.
Please consider commenting on one or more of the following subthemes:
Educating for the World We Don’t Want
Are we failing to prepare students to lead curious, well-informed, big-hearted lives? What’s wrong with contemporary curricula and teaching? What political and social factors maintain such deficient educational practices?
Class Struggles
Share your experience devising courses, modules, and programs for 21st century citizenship. What has worked, what hasn’t, and why? What proposals do you have in the works?
Educating for a Great Transition
What educational reforms should be prioritized in near-term strategies? What long-term vision of curricula and the learning experience should we be striving for? How can we best further a pedagogy of transition at learning levels from pre-school through graduate
school?
Stephen Sterling’s
opening reflection lays out the issues in challenging the educational status quo and moving in a new direction.
In particular, I’d like to direct your attention to Class Struggles (pun intended). GTN includes many educators, and this forum invites you to share your practical, nitty-gritty experiences with innovative courses and curricula.
The discussion will go through Wednesday, March 31. As always, we encourage both pithy and extended comments up to 1,200 words.
Over to you,
Paul
Paul Raskin
GTI Director