Contextual Education.

Inhalt

Autor/Urheber	Janani Harish
Institution	Risk Institute, Trieste- Geneva
Titel	Contextual Education.
Quelle	In: 2038-5242; 2038-5250; Cadmus, Vol 2, Iss 5, Pp 16-33 (2015)(2015) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	International relations; JZ2-6530; Economic growth; development; planning; HD72-88
Abstract	When the knowledge gained over centuries has to be presented to students through a 12-15 year study, it has to be abridged and organized elaborately. This process of encapsulating all knowledge into an educational course often results in fragmentation of knowledge and a mental divorce from life. Life knowledge that is reduced to objective principles may be intelligible to the intellect, but is incomprehensible to the imagination, creativity and emotional intelligence, all of which are important to the full development of personality. A study of Economics without the human and social dimensions, industrialization detached from ecology, or science devoid of moral accountability results in problems. Education of each part must be in the context of the whole. Knowing the whole context helps one get the right perspective to address the issue effectively. In the education of the future, the gap between abstract concept and social relevance must be bridged. The following article explores the need for contextual education and the ways in which it can be implemented.
Erfasst von	BASE - Bielefeld Academic Search Engine