The Educational Context: ‘I Only Started Learning When I Left School’

Rosemary Sage

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The Educational Context

‘I Only Started Learning When I Left School’

in Paradoxes in Education

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Rosemary Sage

Rosemary Sage
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Art:: Kapitel

Seiten:: 1–19

DOI:: https://doi.org/10.1007/978-94-6351-185-8_1

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Education is a ‘marmite’ system,1 which students love or hate but have to endure. Complex issues underpin educational practice and are discussed by expert authors to provide evidence for planning future policy directions. Views on present education conclude that an academic focus for passing tests does not promote or produce useful, relevant learning and devalues students with practical talents, marginalising communication and creativity. We are a society whose ability to know has grown at the rate that ability to do has diminished. Examination of how technology is changing life-styles suggests a stronger focus on personal competencies, like communiation and relationships, to negotiate the modern world. Quality of exchanges is central to living successfully in diverse societies, as well as improving learning, now more is demanded of us in higher-value work, with technology taking over all routine procedures. Education is a communicative process that is instructive or destructive, causing satisfaction or stress, integration or division, if not handled well. Face-to-face communication is declining, so requiring a closer look at how learning is implemented and achieved. Present campaigning on student mental health issues, suggests much more has to be done to equip young people to deal with life today. Putting aside technology for more time to process and share ideas together is advocated. This theme threads through the present text, providing food for thought and evidence to support action.

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Paradoxes in Education

Learning in a Plural Society

ISBN:: 9789463511858

Verleger:: Brill

Print-Publikationsdatum:: 01 Jan 2017

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- Pädagogik
  - Allgemein

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The Educational Context

‘I Only Started Learning When I Left School’

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Paradoxes in Education

Learning in a Plural Society

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