By R. D. Nordgren
ISBN-10: 1417503726
ISBN-13: 9781417503728
ISBN-10: 1578860253
ISBN-13: 9781578860258
In Making education correct for the worldwide Age, R.D. Nordgren, Ph.D. contends that America's faculties are failing to arrange our kids for the worldwide financial system in addition to failing to strengthen voters keen and able to maintaining the kind of democracy essential to coexist within the international Village. our colleges are, in truth, industrial-age relics. long ago twenty years, K-12 education reforms have resulted in the responsibility flow and the next criteria flow that experience sought to bribe and punish faculties into doing "more of an analogous" rather than generating world-class educations for our youngsters. to ensure that education to turn into appropriate within the worldwide age, the presently used curricula, instructing ideas, and college constructions have to be discarded; and extra very important, the best way we expect approximately faculties and education needs to switch. In essence, a surprisingly diversified version of education should be conceptualized and carried out around the U.S. In Making education suitable for the worldwide Age, Nordgren deals any such version established, partially, on education he saw in Sweden; one who is supported by means of pertinent social, financial, and academic examine. the worldwide age of transferring nationwide barriers and fiscal impacts calls for a brand new set of abilities or features for its electorate and its employees. those needs to be fostered in our colleges if our state is to supply its individuals with the possibilities to reach the post-industrial financial system in addition to make us a version of social justice to be emulated through the remainder of the area.
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Additional info for Making Schooling Relevant for the Global Age, Fulfilling Our Moral Obligation
Example text
C. If labor did not participate in this “buying of votes” scheme that powers 44 Chapter 2 politics, then the rich would indeed be even more powerful and wealthier than they are. I add labor to this list of reactionaries because they, too, wish to go back to a time when it seemed much better for them. With the devastation of Europe after World War 11,the United States was the only powerful economy on the globe. S. business flourished due to this lack of global competition. Labor could ask for and get nearly anything it wanted, thanks in part to the postwar economic boom and the decades of struggle by labor unions.
The standards movement tells the teacher and the students exactly what is to be learned and when. How creative can one be in that environment? Risk taking is and always has been discouraged. The primary function of schools has been to control students; ever since compulsory education reached high school-aged children, increased graduation rates became a goal, and classrooms became overcrowded. I devote an entire chapter to power and control, but suffice it to say, our schooling as it is currently structured and operated has no room for risk takers, be they students, teachers, or administrators.
But how else can we measure a student’s learning besides these high-stakes tests (by “high stakes,” I refer to any tests that can affect a child’s school career or a school)? Educators for years have advocated authentic assessment, which is a conglomeration of many different assessments that are more in tune with what the child actually knows, based on real-life applications of knowledge. How often are we asked to take paper-and-pencil tests at our workplace to prove we are worthy of our job? Or in our homes with our family to prove we are worthy of being a family member?
Making Schooling Relevant for the Global Age, Fulfilling Our Moral Obligation by R. D. Nordgren
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