scholarly journals Twenty-First Century Learning as a Radical Re-Thinking of Education in the Service of Life

2018 ◽  
Vol 8 (4) ◽  
pp. 189 ◽  
Author(s):  
Patrick Howard
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
21St Century Learning ◽  
Fundamental Question ◽  
First Century ◽  
For Profit ◽  
Radical Reform ◽  
Not For Profit ◽  
Twenty First Century Learning ◽  
Pedagogical Relation

The education reforms called for in 21st century education initiatives have been characterized as radical. International efforts to reformulate education for 21st century teaching and learning are well-funded initiatives by coalitions including governments, not-for-profit organizations, and large corporations. This article is a critique of the emergence of 21st century learning showing that a preoccupation with competencies and skills can be interrogated for that to which 21st century learning gives voice, but also for that which it silences. The fundamental question of the purpose of education, or for what do we educate, is virtually absent in most discussions of 21st century learning. Finally, I offer an alternative curricular vision to the techno-optimistic belief in progress prevalent in the discourse of 21st century learning. In the call for radical reform, I propose another understanding of the word “radical,” one that includes an ecocentric, life affirming understanding that roots education in a life code of value and in a living community of relations large enough to embrace the multidimensionality, the responsiveness, and responsibility at the heart of the pedagogical relation.

Back to Work

2018 ◽  
pp. 213-224
Author(s):  
Joseph R. Fitzgerald
Keyword(s):  
New York ◽  
Young People ◽  
First Century ◽  
Wall Street ◽  
Student Activists ◽  
For Profit ◽  
Not For Profit ◽  
The 1960S ◽  
The City

The final chapter briefly touches on Richardson’s second divorce but focuses on her difficulties finding and keeping employment. After holding a series of jobs in various corporate and not-for-profit agencies, Richardson eventually earned a permanent civil service position with the City of New York, where she worked until the twenty-first century. In one way or another, all her jobs involved some kind of social justice. Over the last five decades, Richardson has paid close attention to social change movements, including Occupy Wall Street and Black Lives Matter, and this chapter discusses her thoughts about them, particularly her view that young people have the capability and vision to lead the nation to greater freedom, just as young people did in the 1960s. She advises them to replicate the group-centered and member-driven model student activists employed in the early 1960s and to avoid becoming ideological.

scholarly journals Affective Characteristics for 21st Century Learning Environments: Do They Matter?

2020 ◽  
Vol 14 (12) ◽  
pp. 186
Author(s):  
Su Luan Wong
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Current Literature ◽  
Education System ◽  
Student Behavior ◽  
Formal Education ◽  
Positive Impact ◽  
21St Century Learning ◽  
First Century ◽  
Affective Characteristics

<p class="0abstract">Twenty-first century learners are media-centric and heavily reliant on technology. Internet-accessible resources are always at the students’ finger-tips and they learn through such resources anywhere, anytime. Unfortunately, formal education in most part of Asia remains largely examination focused given the immense pressure to obtain paper qualifications. Our challenge today is how do we make students learn on their own volition? How do we then sustain learning when the education system is still very much examination-centric? Success in learning is not always dependent on the ways students are taught in the classroom or the tools they use to learn but can be very much affected by the learners’ affective characteristics. This paper highlights two selected affective characteristics — attitudes and interest, as previous and current literature continue to suggest their positive impact on student behavior including learning.</p>

The business of teaching and learning: an accounting perspective

2008 ◽  
Vol 1 (1) ◽  
pp. 155-183 ◽  
Author(s):  
Penny Ciancanelli
Keyword(s):  
Higher Education Policy ◽  
Financial Management ◽  
Teaching And Learning ◽  
Policy Research ◽  
Business Systems ◽  
Financial Measures ◽  
Public Benefit ◽  
For Profit ◽  
Not For Profit ◽  
Perspective Drawing

A feature of globalisation is encouragement of universities to become more businesslike, including adoption of the type of accounting routines and regulations used by businesses. The question debated in higher education policy research is whether this focus on being businesslike is compatible with the statutory public benefit obligations of universities. This question is addressed from a financial-management perspective, drawing on Max Weber's discussion of the effects of accounting in business, governmental and not-for-profit organisations. 1 His approach is applied to three ideal-typical universities, focussing on differences in legal terms of reference and sources of funding. The article argues that the proposed reforms of public-sector accounting will make it difficult (if not impossible) to ascertain whether the publicbenefit aims of not-for-profit universities have been achieved. In addition, once installed, the business systems of accounting will encourage pecuniary rationality at the expense of the traditional value rationalities that ought to govern resource allocation in public-benefit organisations. The interaction between these effects introduces new risks, including the possibility that the controllers of universities may fail in their fiduciary obligations by wasting scarce resources on projects that, according to financial measures, appear profitable while neglecting those that have important public benefit and educational merit.

The meaning of doing

2018 ◽  
Vol 36 (2) ◽  
pp. 143-162 ◽  
Author(s):  
Robin A Harper
Keyword(s):  
New York ◽  
New York City ◽  
Reflective Practice ◽  
Public Administration ◽  
Private Information ◽  
York City ◽  
Teaching And Learning ◽  
Participatory Art ◽  
For Profit ◽  
Not For Profit

Governments write us into being by compelling the public to fill in tiny boxes on forms revealing our most private information. These personal details become matters of public record. What if students thought about how writing in public administration shapes us? In the spring of 2015, my Public Administration class joined with New York City Historic Houses Trust and its LatimerNOW project a not-for-profit organization affiliated with the New York City Parks department whose goal is to reimagine the use of historic house museums, Louis Latimer House and Writing On It All (a participatory art not-for-profit exploring space and identity through writing) to learn public administration through participation in a public participatory art project. The immediate goal was for the students to use public administration theory to design, implement, participate and evaluate a one-day project. The hope was to offer a chance to practice on a real project in a safe space so that they could later use the skills once they were employed in public administration (and the stakes were higher). I engaged reflective practice to get them to move from theory to practical application, forcing them to defend and make explicit their administrative choices, thus offering a common vocabulary for critical conversations about the process and the results. In this article, I describe the experience and critically evaluate how reflective practice can add to the teaching and learning of public administration.

scholarly journals Educating Gen-Z: Developing a Teaching and Learning Ecosystem in a 21st Century Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 168-182
Author(s):  
Vincent Chan ◽  
Nur Iylia Syafiqah Binti Abdul Malik ◽  
Cedric Choong Ee Chun
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Significant Relationship ◽  
Academic Outcomes ◽  
Research Method ◽  
Teaching And Learning ◽  
Positive Impact ◽  
21St Century Learning ◽  
Descriptive Research ◽  
Learning Ecosystem

Fostering a teaching and learning ecosystem is vital in the 21st century teaching and learning process to determine student's positive impact on social academic outcomes. This paper proposed a teaching and learning ecosystem for Gen-Z students and the researchers developed RICES concept and Fish approach to support their ecosystem. This study will investigate and explore the implementation of RICES (Relationship & Role, Introduction, Communication, Educate and Structure) strategy to build and foster the teaching and learning ecosystem. The ecosystem will ensure educating this generation will be more holistic whilst enabling the learning-centred approach to be effectively used. The paper is concluded with the approach and impact of RICES. A descriptive research method was conducted with the tertiary students. The result revealed that RICES strategy shows a significant relationship among of each element.

scholarly journals Innovating English Syllabus Design for Twenty-First Century Skills of 4Cs

2021 ◽  
Vol 1 (1) ◽  
pp. 41-50
Author(s):  
Elfi Elfi ◽  
Hermawati Syarif
Keyword(s):  
21St Century ◽  
Research Method ◽  
Teaching And Learning ◽  
Essential Role ◽  
English Teachers ◽  
First Century ◽  
Teaching Performance ◽  
Language Curriculum ◽  
Library Research ◽  
Syllabus Design

English syllabus design plays as an essential role in the language curriculum. It helps the teachers to make a plan for their teaching performance. The syllabus should describe many skills to be taught. In designing an English syllabus, the teachers not only describe English skills in the syllabus but also other skills. The skills to be accomplished in English teaching and learning nowadays is 4Cs 21st-century skills such as communication, collaboration, critical thinking, and creativity. English teachers are suggested to do some innovations in designing the English syllabus based on 4Cs skills in order to prepare the students to face 4.0 society and globalization era. Considering the importance of these skills, the purpose of this article is to describe some innovations of English syllabus design for 4Cs skills. A library research method is used to provide an overview of the integrating of these skills into the syllabus design, including challenges faced by teachers in designing the syllabus based on 4Cs skills as well as a set recommendation for English teachers in designing English syllabus for 21st century of 4Cs. The article concludes with a discussion around the innovation of designing an English syllabus of 4Cs skills.

scholarly journals Issues and Challenges in 21st-century Learning of Special Education (Hearing Impaired) in Islamic Education

2021 ◽  
Vol 6 (9) ◽  
pp. 477-486
Author(s):  
Norlela Ali ◽  
Tengku Sarina Aini Tengku Kasim ◽  
Nor Raudah Siren
Keyword(s):  
Special Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Strong Support ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Hearing Impaired ◽  
Islamic Education ◽  
Teacher Professionalism ◽  
National Education

This study was conducted to identify the challenges of Islamic education teachers in the implementation of the 21st-century learning for the teaching and learning of Islamic education special education hearing impaired. This study is a library review that uses a variety of key reference sources such as books, journals, seminar presentations, conference papers, and various sources from the internet such as websites, as well as official portals that contain information related to the study. All reference sources are analyzed to obtain the facts and detailed information on the topics discussed. The results of the discussion show that there are several challenges identified in implementing learning and facilitation based on the 21st-century learning for Islamic education for hearing-impaired students. Among them are aspects of teacher professionalism, communication skills of teachers and students, application of high-level thinking skills, and teaching facilities. To face the challenges in implementing the 21st-century learning, teachers are advised to constantly improve their knowledge and skills in various fields, especially in the field of Islamic education and special education, in addition to mastering pedagogical skills and educational technology. High commitment from teachers and strong support from the administrators is very necessary in realizing the 21st-century learning, further able to boost the excellence of special education students with hearing-impaired in fulfilling the aspirations of national education.

Classics for All?

2020 ◽  
pp. 267-290
Author(s):  
Patrice D. Rankine
Keyword(s):  
United States ◽  
The United States ◽  
Black Atlantic ◽  
First Century ◽  
Economic Disparities ◽  
For Profit ◽  
Black And White ◽  
The United Kingdom ◽  
Not For Profit ◽  
The Veil

This essay examines the contradiction of classics for all, evident in but not exclusive to the not-for-profit enterprise by the same name (Classics for All) that seeks to promote the Greek and Latin classics in schools across the United Kingdom. Embodying a form like the classics can mean not slavish mastery, but an improvisational artistry that alters the form so that it bends to one’s will. Issues of access, however, problematize the simple assertion of classics for all. The realities that necessitated the Black Lives Matter movement, in contrast to a more hopeful, turn-of-the-twentieth-century Du Boisan notion of the removal of the Veil of segregation, run counter to classics for all. There have been sufficient signs within the twenty-first century of the rejection of a broad, democratic, multicultural movement toward American wholeness symbolized in the election of President Barack Hussein Obama. Nevertheless, economic disparities that separate black and white in the United States remain, and the post-Obama era evidences significant backlash across the “Black Atlantic” world. The classics is caught up in this backlash.

A critical reflection on sustainability within the UK industrial sectors

2012 ◽  
Vol 12 (3) ◽  
pp. 317-334 ◽  
Author(s):  
Suresh Renukappa ◽  
Charles Egbu ◽  
Akintola Akintoye ◽  
Jack Goulding
Keyword(s):  
First Century ◽  
Structured Interviews ◽  
Bottom Line ◽  
Content Type ◽  
For Profit ◽  
Industrial Sectors ◽  
Not For Profit ◽  
The Uk ◽  
Corporate Social ◽  
Industry Sectors

PurposeIn the early part of the twenty‐first century, the term sustainability has become a buzzword. Although featuring strongly in the popular media, trade, professional and academic journals, the very concept of sustainability is elusive for businesses. There is, however, a little empirical research on the perceptions of the UK industrial sectors on the concept of sustainability – which is the core raison d'être of this paper. The purpose of this paper is to capture the general perceptions of the UK industrial sectors on the concept of sustainability.Design/methodology/approachThe aim of this paper is to capture the general perceptions of the UK industrial sectors on the concept of sustainability using a qualitative approach. Four industry sectors: energy and utility, transportation, construction and not‐for‐profit organisations (NPOs) were considered based on the environmental, social and economic impact on the UK society. Semi‐structured interviews were used to collect industry perception which was then analysed using content analysis for inference and conclusion.FindingsThe data analysis revealed that the perceptions of the UK industrial sectors on the concept of sustainability vary significantly across the four industry sectors. Four core categories were identified: environmental, economic, corporate social responsibility and triple bottom line dimension.Practical implicationsThe paper concludes that the concept of sustainability is multifaceted and diverse. Although the importance of sustainability is broadly acknowledged across the four industry sectors, there is a significant lack of a common and operationalised understanding on the concept of sustainability. Therefore, it is recommended that there is an urgent need to develop and deploy an industry‐wide awareness‐raising programme on the concept of sustainability.Originality/valueThe paper provides a richer insight into the understanding and awareness of the meaning of sustainability at a conceptual level.

scholarly journals P4 Medicine and Scientific Wellness: Catalyzing a Revolution in 21st Century Medicine

2017 ◽  
Vol 01 (02) ◽  
pp. 132-137 ◽  
Author(s):  
Lee Hood
Keyword(s):  
Systems Biology ◽  
21St Century ◽  
Systems Approach ◽  
Healthcare Systems ◽  
Major Focus ◽  
For Profit ◽  
P4 Medicine ◽  
Not For Profit ◽  
The U.S

Dr. Lee Hood and researchers at Institute for Systems Biology pioneered the concept of medicine that is predictive, preventive, personal and participatory (P4). ISB’s exploration of scientific wellness and a systems approach to disease, along with its affiliation with Providence St. Joseph Health, one of the largest not-for-profit healthcare systems in the U.S., is accelerating momentum to transform the structure of modern healthcare, shifting from an almost complete focus on disease to a major focus on wellness.

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