anexo 13 pillars science

8/4/2019 Anexo 13 Pillars Science

1/7

GUIDE 13

(UNESCO)

1. GENERAL INFORMATION

Institution________________________________________________________

Teacher- Observer____________________ Date_________________________

2. GOAL: To collect empirical evidences related to the four pillars of education at school, and

compare them with the universal purposes in order to analyze their pedagogical implications.

3. MATERIALS:

-A guide

-Notes about cultural contexts

-A list of children attitudes-Photocopy: UNESCO (1996), The Treasure Within. Report of the International Commission on

Education for the Twenty-first Century.

4. THEORETICAL FOUNDATIONS:

LEARNING THROUGHOUT LIFE

The concept of learning throughout life emerges as one of thekeys to the twenty-first century. It goes beyond the traditionaldistinction between initial and continuing education. It meets thechallenges posed by a rapidly changing world. Previous reports oneducation have emphasized the need for people to return toeducation in order to deal with new situations in their personaland working lives. That need is still felt and it is becomingstronger. (UNESCO, 1996)

Education throughout life is based on four pillars

1. Learning to know

2. Learning to do

3. Learning to be

4. Learning to livetogether

173


2/7

The dominant theme of the Edgar Faure report is Learning to Be: The World of Education Today and

Tomorrow (1972). Its recommendations are still very relevant, for in the twenty-first century everyonewill need to exercise greater independence and judgement combined with a stronger sense of personal

responsibility for the attainment of common goals. UNESCO has alluded to another idea: learning society

founded on the acquisition, renewal and use of knowledge. These are aspects that ought to be emphasized

in the educational process. As the development of the information society is increasing the opportunities

for access to data and facts, education should enable everyone to gather information and to select, arrange,

manage and use it.

4. FIELD WORK: according to your experience inside the institution, collectevidence related to each of the four pillars of education. Fill in the tablebelow:

Pillars of education Ye No

InstitutionalStrategies.

Evidences

Comments

1. Learning to know: bycombining a sufficiently broadgeneral knowledge with theopportunity to work in depth ona small number of subjects. Thisalso means learning to learn, soas to benefit from theopportunities educationprovides throughout life.

2. Learning to do: in order toacquire not only an occupational

skill but also, more broadly, thecompetence to deal with manysituations and work in teams. Italso mean learning to do in thecontext of young peoplesvarious social and workexperiences which may beinformal, as a result of the localor national context, or formal,involving courses, alternatingstudy and work.3. Learning to live together:

by developing an understandingof other people and anappreciation of interdependence carrying out joint projects andlearning to manage conflicts- ina spirit of respect for the valuesof pluralism, mutualunderstanding and peace.4. Learning to be: so as better

174


3/7

to develop ones personalityand be able to act with evergreater autonomy. Judgementand personal responsibility. Inthat connection, education must

not disregard any aspect of apersons potential: memory,reasoning, aesthetic sense,physical capacities andcommunication skills.

REFLECTION:

GUIDE 14

PRESENT, PAST AND FUTURE OF MY SCHOOL

Observation Number ______

1. GENERAL INFORMATION

Institution:______________________________________________________________Teacher-Observer:_____________________________________ Date:______________

2. GOAL: To collect and analyze information about science, technology and education in order

to establish their relationship according to the quality of education.

3. MATERIALS:

-A guide-Photocopy: UNESCO (1996), The Treasure Within. Report of the International Commission on

Education for the Twenty-first Century.

-A group of teachers-A list of questions. -PEI your diary and Field notes

4. THEORETICAL FOUNDATIONS:

Colombian schools are being sharply criticized for economic and financialreasons. According to UNESCO,

175


4/7

Education has to face up this problem now more than ever as a world societystruggles painfully to be born: education is at the heart of both personal andcommunity development; its mission is to enable each of us, withoutexception, to develop all our talents to the full and to realize our creative

potential, including responsibility for our own lives and achievement of ourpersonal aims.

The nature of work has already changed considerably in recent years. Theemergence and development of information societies and continuedtechnological progress, which is a marked trend of the late twentieth century,emphasize the increasingly intangible dimension of work and accentuate therole played by intellectual and social skills. Education systems can thereforeno longer be expected to train a labour force for stable industrial jobs; theymust instead train individuals to be innovative, capable of evolving, adaptingto a rapidly changing world and assimilating change. (UNESCO,1996:71).

UNESCO wishes to define education not solely from the point of view of itsimpact on economic growth, but from the broader perspective of humandevelopment. Productivity and technological progress are the features ofmodern societies. Life-styles and consumer habits have changed radically,and the idea of improving human well-being by economic progress has takenhold virtually throughout the world.

Development is nevertheless still profoundly inegalitarian, and growth ratesvary considerably from country to country and from region to region. What ismore, the disparities have been exacerbated by competition among nations

and among groups. Certain countries would thus appear to be lagging behindin the race for competition. Such disparities can be partly explained asdysfunctional. They are also closely linked to contemporary forces behinddevelopment, which highlights to brainpower and innovation.

Under the pressure of technological progress and modernization, the demandfor education for economic purposes has been constantly on the rise in mostcountries. The link between the rate of technical progress and the quality ofhuman intervention has become increasingly evident. New skills are neededand education systems are required to meet that need by providing not onlythe minimum of schooling or vocational training, but also training for

scientists, innovators and high-level specialists.

The technological changes that continuously influence the nature andorganization of labour has become a matter of paramount importance. Everysector, (agriculture, industry, army, trade, education, environment) has needof evolutive skills tied in with knowledge and know how. This irreversibledevelopment is a blow to practices and qualifications acquired by repetitionor by imitation. As the twenty-first century dawns, the activity of educationand training of all kinds has become one of the prime movers of

176


5/7

development. It also contributes to scientific and technological progress, andto the widespread advance of knowledge, which are the most decisive factorsof economic growth.

One initial conclusion seems to be self-evident: the developing countries mayreach into the world of science and technology. Unless a vigorous effort ismade to obviate this risk, some countries that lack the wherewithal to join ininternational technological competition are liable to become enclaves ofpoverty, despair or violence that cannot be eliminated by aid andhumanitarian action. Even within the developed countries, entire socialgroups are in danger of exclusion from the process of socializationrepresented until recently by an industrial-type organization of labour. Inboth cases, the core problem is still the uneven distribution of knowledge andskills.

The school should, taking advantage of television when possible, increasepupils receptivity to museums, theatres, libraries, cinemas and, moregenerally, the whole of the countrys cultural life. The media are an integralpart of our cultural environment, in the broadest sense of the term. Theiraims are not necessarily educational, but their very real power of attractionhas to be taken into account.

Teachers need , therefore, to develop in pupils a critical approach totelevision that will enable them to use it as a learning aid, sifting andarranging in order of importance the huge volume of information it conveys.We must keep in mind the essential purpose of education, which is to enable

everyone to develop the ability to form judgements and act therefrom.

Energetic measures are needed to analyze the causes and to attempt to findremedies. Such measures can range from the reform of teacher training tofinancial assistance, innovative experiments in group work, team teachingand the use of technologies enabling up-to-date teaching materials to beemployed. Schooling should help pupils acquire, on the one hand, the toolsfor dealing with the new technologies and, on the other, the aptitudes formanaging conflict and violence. They need to develop the creativity andempathy necessary for them to become actively participating and creativecitizens of tomorrow.

In the global village of tomorrow, lack of access to the latest informationtechnology can have a negative impact on every level of scientific andtechnological education.

Science and technology must be an integral part of education for everyone, aparticular effort must be made to bridge the gap between the industrializedand non-industrialized countries in science and technology education.

177


6/7

1. Make a list of didactic materials used in the institution: Books, booklets,guides, computers, labs, boards, mass media, general equipment.2. Invite a teacher to have a cup of coffee. Ask him/her some questions aboutscience, technology, progress and education. Imagine hypothetical situationssuch as: imagine the future of your institution. 20 years later, my school orhigh school will be characterized by:

a). A TV in each classroomb) All students will use internetc) Teachers will communicate with other teachers all over the worldd) We would not use board nor chalk

e) Science and technology will be the dominantf) What else?

2. Complete the following table: put an X according to the real situation ofyour school or high school.

Progress, science and technology Yesterday Today TomorrowYes No I

dont

know

Yes No I

dont

know

Yes No I

dont

know

1. Education in my school is at the heart of

both personal and communitydevelopment.2. Education in my school trainsindividuals to be innovative, capable ofevolving, adapting to a rapidly changingworld and assimilating change3. My school is sharply criticized foreconomic and financial reasons.4. My school trains a labour force forstable industrial jobs.5. Life-styles and consumer habits changeradically the culture of my school.

6. My school emphasizes the idea of

improving human well-being by economicprogress.

7. My school believes that development isprofoundly unequal.

8. My school agrees that the inequitabledistribution of the surpluses is created byhigher productivity, both betweencountries and within certain countriesregarded as being rich.

178


7/7

9. My school is closely linked tocontemporary forces behind development,which give pride of place to brainpowerand innovation.

10. New skills are needed and my school istraining for scientists, innovators and high-level specialists

11. In Colombia there is a marked growthin private investments. Such investmentsnormally go together with transfers oftechnology and can form the basis of rapideconomic development.

12. Developing countries may arrive intothe world of science and technology.

13. Poor countries are excluded fromprogress.

14. Measures can range from the reformof teacher training to financial assistance,innovative experiments in group work,team teaching and the use of technologiesenabling up-to-date teaching materials.15. Schooling helps pupils acquire, on theone hand, the tools for dealing with thenew technologies and, on the other, theaptitudes for managing conflict andviolence. They need to develop thecreativity and empathy necessary forthem to become actively participating and

creative citizens.16. The effect of innovation andtechnological progress means thateconomies will increasingly demandcompetencies that require high levelstudies.17. There is antagonism betweeneducation and the mass media. Educatorscriticize the media, and more especiallytelevision, for imposing a kind of lowestcultural common denominator, cuttingdown the time devoted to reading andthought. The media, for their part, readily

accuse my school of conservatism and ofresorting to outmoded methods to pass onobsolete knowledge, boring pupils andstudents, and making them lose interest inlearning.18. Funds for continuing educationincreases substantially.

REFLECTION:

179

anexo 13 pillars science

Documents