Embracing Dualities: Principles of Education for a VUCA World

Autor/inn/en	Sarid, Ariel; Levanon, Maya
Titel	Embracing Dualities: Principles of Education for a VUCA World
Quelle	In: Educational Philosophy and Theory, 55 (2023) 12, S.1375-1386 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarid, Ariel) ORCID (Levanon, Maya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2162384
Schlagwörter	Role of Education; Educational Objectives; Individual Development; Learning Theories; Communities of Practice; Higher Education + Suchen Sie Ihr Suchwort? Bildungsauftrag; Educational objective; Bildungsziel; Erziehungsziel; Individuelle Entwicklung; Learning theory; Lerntheorie; Community; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In the wake of profound social changes, which have been accelerated due to a global pandemic, educators reconsider the role and goals of education, and subsequently, how its pragmatic expression should look like in a VUCA-world. We address this challenge by offering basic tenets of education and principles that are tailored to the current reality. We concentrate primarily on the merits of embracing dualities, dilemmas and tensions, for engaging in deep learning and personal development. Jon Wergin's theory of 'deep learning' and aspects of Etienne Wenger's theory of 'communities of practice' provide a fertile framework for this endeavor. Arnett's concept of 'emerging adulthood' provides an additional theoretical resource for connecting principles of education to a timely perception of personal development. Based on the notion of 'emerging adulthood', we offer four principles of education, articulated in the form of dualities, along with examples of how to implement these principles at college-level education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01