Last edited by Sense Publishers
18.06.2021 | History

2 edition of Knowledge Economy, Development and the Future of Higher Education found in the catalog.

Knowledge Economy, Development and the Future of Higher Education

romance antigo de uma cidadezinha brasileira.

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      • nodata

        StatementSense Publishers
        PublishersSense Publishers
        Classifications
        LC ClassificationsMarch 19, 2007
        The Physical Object
        Paginationxvi, 109 p. :
        Number of Pages90
        ID Numbers
        ISBN 109087900694
        Series
        1nodata
        2
        3

        nodata File Size: 5MB.


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The Challenges of Higher Education in the 21st Century

The idea is to teach people to learn quickly as Knowledge Economy go along, with the capacity to change their mind and even renounce previous decisions if necessary, without over-thinking or having regrets.

This entails overcoming security-driven resistance: the pillars to which we cling Knowledge Economy they lend us a sense of security: a mistake in a world filled with insecurities and ephemeral validities.

and be restructured to improve internal democracy. ESD consists of new forms of knowing and learning how to be human in a different way. However change is impossible without learning, just as learning is impossible without change.

This education aims to contribute to the sustainability of personal integrity, or in the words of Sterling 2001to the integrity of the spirit, heart, head and hands.

After working at Universidad de la Rioja he accepted a position at the UAB in 2004 to teach and conduct research at the Faculty of Education, where he implemented several courses, among them the subject of Education for Sustainability which was open to all students at the UAB.

These principles for lasting human development, formulated at the 2002 World Summit on Sustainable Development in Johannesburg, imply lessons that largely coincide with the four pillars of education set out in the Delors Report: learning to know, learning to do, learning to live together and learning to be.

The Challenges of Higher Education in the 21st Century

The diverse and heterogeneous society of the new millennium is characterised Development and the Future of Higher Education a series of internal crises in the welfare state: the social crisis, the environmental crisis and unsustainable practices, the crisis of states, the threat posed by globalisation, and finally, the crisis of democracy. This agency, however, at the same time restricts our interventions and makes it is necessary to decide our personal degree of action. Universities must continue their mission to educate, train and carry out research through an approach characterised by ethics, autonomy, responsibility and anticipation.

In a knowledge society, education is the capacity to be creative in an environment of particular uncertainty, the capacity to properly manage the cognitive dissonance that gives rise to our failure to comprehend reality Innerarity, 2010.

Teaching and learning must be more active, connected to real life, and designed with students and their unique qualities in mind. What they do, and what is expected of them, must be seen as a service to society; their research must anticipate social needs; and the products of their research must be shared effectively with society through appropriate knowledge-transfer mechanisms.

Thus, education consists in developing not only personal but also social qualities; it is the development of social conscience: awareness of how society works, knowledge of how it is structured, and a sense of the personal agency which allow action.