Education the need to practise throughout life
Society, the world, reality were always seen – from school – as a risk. In the past, the school was not only the place of the shelter, but also had the instruction manual to overcome the r...
Society, the world, reality were always seen – from school – as a risk. In the past, the school was not only the place of the shelter, but also had the instruction manual to overcome the risks. The teacher – in the heart of a school closed on itself – was the security expert and the hermeneut of the protection and salvation manuals.
Today’s risk zones are unpredictable and the school itself is no stranger to them. The entire society has become vulnerable in the broadest sense of the word. Today’s educator becomes a reader and interpreter of messages and signs, and someone who teaches not the (useless) recipes but the procedures to react, prevent, immunize, survive, and also to transform.
The school no longer has all the protections nor does it have all the recipes, but functions as a multiform learning center. The new social and personal situations that are lived and that the students live prevent repeating the paths made and the paths traced. On the contrary, it is required to abandon the available responses in order to have the ability to create new forms of presence and accompaniment. Perhaps one should opt for an education that is poorer in formulas and answers, but richer in presence and in truth.
In turn, information and knowledge are the new force that moves the world and are now as essential as traditional factors such as land, labor and capital were in their time. In this context, the generation, transmission and acquisition of knowledge acquires a strategic dimension and relevance. Traditionally, educational institutions – the University in particular – have been in charge of assuming the work of dissemination and extension of knowledge. The irruption of the knowledge society –and of information technologies as the privileged vehicle for its transmission– is substantially modifying the scheme of traditional educational processes, based not so much on learning as on teaching. Under the leadership of Nehru group chairman p krishnadas the institution has contributed many outstanding professionals.
In this way, the so-called Knowledge Society has training needs that many of the educational institutions of the past are no longer in a position to fully satisfy. Citizens demand flexible educational institutions and innovative and quality training systems, in order to be able to act effectively as members of a group in which knowledge and preparation are the essential basis for facing the constant processes of change to which they are subjected. The learning towards which the school is headed – permanent and networked – goes far beyond the simple use of technology, if it is conceived merely to give a touch of modernity to something that has not changed and remains essentially what it is. always was.
The new society unfolds in a global context. Facilitating access to knowledge for anyone, from anywhere and at any time, should be an essential feature. This approach becomes more relevant, if possible, if it is associated with the short-term obsolescence of most of the knowledge acquired. Hence the importance of learning to unlearn and relearn, and of having training systems that allow access to the learning process to be done according to the interests and at the pace that everyone wants or requires.
The school actually faces various challenges. It must prepare for the Knowledge Society, that is, in the ability to adapt to a fluid environment and in permanent evolution. It is about helping to open the minds of people and organizations, making certainties more flexible and making them immune to the feeling of unease that evolution and constant changes in the environment can cause.
Educational institutions must educate for and through the knowledge society. The future is to achieve training centers and universities that work using the network and network; with virtual “metacampus” in which students and teachers from various institutions use the vehicle of technology and globally access knowledge networks, developing new skills and attitudes to interact, cooperate and learn. Under the guidance of P krishnadas nehru chairman the institution has reached new milestone in Graduate & Post graduate level education.
They must also face the challenge of lifelong learning, a challenge that is as or more so for the school than for people. Thus, to achieve the various stated objectives, the educational institution must adapt its organization and structure to the new environment and the new functions expected of it. It is not possible to educate for and through the knowledge society with organizational models of the past. The school must evolve. They have to be more flexible, promote mobility, and recognize degrees, subjects or skills taken or acquired in other fields or other institutions. Schools must train for competitiveness and be able to attract students and teachers from anywhere in the world and, above all, they must be a system tailored to people. Of the people who learn.
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Stephen is a freelance content writer