scholarly journals On Reinventing Education in the Age of Complexity: A Vygotsky-­inspired Generative Complexity Approach

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Ton Jorg
Keyword(s):  
Real World ◽  
Nonlinear Effects ◽  
Proximal Development ◽  
Learning And Development ◽  
Bottom Up ◽  
The Real ◽  
Emergent Complexity ◽  
New Thinking ◽  
Causal Framework ◽  
Creativity And Innovation

Reinventing education is the ultimate aim of this contribution. The approach taken is a radical new complexity-inspired bottom-up approach which shows complexity as the fount of creativity and innovation. Organizing complexity accordingly may be the foundation for a new complexified vision of education. It all starts with new thinking in complexity about how complexity is actually generated in the real world. Such thinking offers new kinds of complexity like generative and emergent complexity. The approach taken is very much inspired by the genius of Vygotsky, as a visitor from the future. His focus was not only process-oriented, but also very much possibility-oriented. His method was bottom-up, and opened new spaces of the possible, like the Zone of Proximal Development. Yet he was not able to deal with the problem of complexity in his days. He ‘simply’ lacked an adequate causal framework, which showed causation as a generative bottom-up process, to be linked with potential nonlinear effects over time. He could not explain what he saw as possible: the turning points and upheavals of learning and development. In this contribution the focus will be on the link between the new thinking in complexity and the causal, generative nature of complexity in the real world. This link may show the ontological creativity of the entire world in general, and of human learning and development in particular. It may show the power of generativity to unleash this creativity by a new way of theorizing on education. The complexity-inspired theory of development as generative change, as thriving on the generative power of interaction, is fundamental and foundational for this new theorizing.

MENJADI PEMBELAJAR SEJATI DI ERA BARU GLOBALISASI

Al-Risalah ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 1-10
Author(s):  
Ilyas Ismail
Keyword(s):  
Real World ◽  
Global Competition ◽  
Formal Learning ◽  
Human Being ◽  
Text Book ◽  
Digital Revolution ◽  
New Era ◽  
The Real ◽  
New Man ◽  
New Thinking

The paper is titled, "Becoming True Learners in a New Era of Globalization." This title is important for two reasons. First, internal cause, that is the tendency in society where people only attach importance to degree, certificate or diploma, not science or competence. Second, external cause, that is arising from the digital revolution that gave rise to global competition, where everyone was expected to become true learners. Otherwise, he will be marginalized, as a human being, which according to Michael Fullan, is not feasible, morally, socially, and economically. True learners, as James R. Davis and Adelaide B. Davis point out, refer to people who love new things, new thinking, and new skills. He learned not only to know (learning toknow), but more than that to think (learning to think) and solve (learning to solve) the problem. Human learners try to learn and develop knowledge not only from college, formal learning, and from the text book, but from experiences and from the real world or reality of life. True learners have 5 (five) prominent characters. First, they have a high curiosity that makes them passionate and studying diligently. Second, they like to share knowledge and experience to others. Third, they like to develop and expand knowledge. Fourth, they have contributions to the progress of culture, civilization, and humanity. Fifth, they have a humbleattitude and the open to thoughts of others. The new century, globalization, requires a new man, a true learner.

scholarly journals Science and Charity, Educational therapy and active learning, increasing brain intelligence or heart intelligence

2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Aan Eko Khusni Ubaidillah
Keyword(s):  
Active Learning ◽  
Real World ◽  
The Real ◽  
Concepts Of Knowledge ◽  
Heart Intelligence ◽  
Critical Thinker ◽  
Real Practice ◽  
Educational Therapy ◽  
Creativity And Innovation ◽  
Percentage Ratio

Transhumanism, a unique cyber entity perspective, posthumanism offers a unique integration between agency, memory and imagination in a philosophical way to achieve a harmonious ecology harmony that is developing and interrelated, increasing the education provided to graduates is necessary. The purpose of this paper discusses learning of Science and Charity, how education therapy and active learning, as well as improving brain intelligence or heart intelligence. From the results of the discussion it was concluded: 1) Various studies related to the phenomenon of the era of education 4.0 in general need to improve the education given to graduates therefore if society changes, schools need to change preparing students for the real world, rather than instead isolating students from the real world because students need to be a critical thinker and ready to solve problems, collaborate and communicate; 2) Education must teach the renewal of capacity to create, identify issues regarding current situations and actively provide solutions through the integration of faith, knowledge, charity or creed, shari'ah, morals; 3) Education must provide an ideal mode of therapy Lecture, Reading, Audiovisual, Demonstration, Discussion, Practice and Real Practice with a percentage ratio of 5: 10: 20: 30: 50: 75: 90, or use other patterns and not 100% lecture; 4) educational elements and principals must understand the concepts of knowledge for practice and knowledge in practice which consists of different varieties of knowledge as competitors or complementary such as formal knowledge (referring to theory or research and law or policy) and informal (referring to the practice of wisdom, experience personal, intuitive and tacit knowledge); 5) Other countries are fast advancing on the basis of creativity and innovation as the drivers of the knowledge economy by shifting the education system with the core of considering the abilities and talents of individuals and to create new knowledge.

scholarly journals Thinking in Complexity about Learning and Education: A Programmatic View

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Ton Jörg
Keyword(s):  
Nonlinear Effects ◽  
Nonlinear Phenomenon ◽  
Human Beings ◽  
Learning And Development ◽  
Dynamic Complexity ◽  
Reciprocal Relationships ◽  
New Science ◽  
New Thinking ◽  
New Vision ◽  
Connected Spaces

In this contribution the focus is on sketching a programmatic view of thinking in complexity about learning and development. This kind of thinking goes beyond linear thinking. The new thinking in complexity about a dynamic complex reality may enable us to build a new science of learning and education, which does not take the nonlinear complex reality for granted but regards it as “real”: a science with a framework that does not exist yet. A new vision on learning is presented which takes the concept of interaction as a key concept, which may be linked with the notion of dynamic complexity. Thinking in complexity has its focus on “that which is interwoven”. Learning and development through interaction may thus be viewed as a way of co‐creating ourselves within a web of reciprocal relationships with the other. This co‐creation may be described as a complex of self‐generative, self‐sustaining processes of mutual “bootstrapping” with potentially nonlinear effects over time. Modelling learning this way, may show learning to be a potentially nonlinear phenomenon within a new reality as the domain of possibilities and potentialities of learning. The modelling of such learning as “bootstrapping,” and the concomitant effects on both partners in the interaction, shows these very possibilities and potentialities of learning in their humanly connected spaces of possibility. It demonstrates the very truth of Vygotsky’s adage that “it is through others that we develop into ourselves.” Based on his thoughts, we are able to develop a new view of the complex nonlinear reality of learning and education, with learners as potentially nonlinear human beings.

scholarly journals Editorial Special Topic: Neuroscience, Learning, and Educational Practice—Challenges, Promises, and Applications

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875605 ◽  
Author(s):  
Susanne M. Jaeggi ◽  
Priti Shah
Keyword(s):  
Instructional Practices ◽  
Real World ◽  
Educational Practice ◽  
Human Potential ◽  
Learning Theories ◽  
Special Topic ◽  
Cognitive Mechanisms ◽  
Learning And Development ◽  
The Real ◽  
Potential Value

There is growing interest in the contributions of neuroscience to educational practice; however, to date, neuroscience seems to have had little impact on education. Nonetheless, neuroscience has potential value for education on several fronts, as illustrated by the articles in this Special Topic. These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development. These articles further show that, ideally, research efforts in neuroscience and education should be reciprocal. Specifically, education should encourage psychology and neuroscience to develop learning theories that are relevant in the real world and further improve our understanding of how specific instructional practices affect learning and achievement; in turn, psychology and neuroscience can provide insights into underlying neural and cognitive mechanisms of learning, with the overall goal to maximize human potential and learning for all.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

The Real-World Fellowship

2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  
Real World ◽  
The Real

Contracts in the Real World

2016 ◽  
Author(s):  
Lawrence A. Cunningham
Keyword(s):  
Real World ◽  
The Real
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