New Challenges in Education

Authors

DOI:

https://doi.org/10.69821/DISCE.v1i1.1

Keywords:

Education, Sustainability, Technology, Critical thinking

Abstract

We often say that education is the foundation for the progress of any society. However, we are hearing more and more voices from different angles criticising contemporary education systems because, in theory, they do not respond to reality and, even worse, they kill creativity (Ahmed, 2023). In fact, it is not uncommon to hear a child or young person say that their “school” is boring. Given this apparent contradiction between theory and practice, it is worth asking: is education still the foundation for true social transformation? What should education be like today in order to respond more effectively to contemporary challenges? This is also forcefully expressed by the renowned British lecturer Sir Ken Robinson in his TED talk ‘Do schools kill creativity?’, one of the most viewed to date.

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Author Biography

  • Jaime Nemesio Borda Valderrama, Universidad Pública de Navarra: Pamplona, Navarra, España

    Doctor en Ciencias Sociales (Departamento de Psicología y Pedagogía)

References

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Craft, A., Cremin, T., Hay, P., & Clack, J. (2013). Creative primary schools: developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1), 16–34. https://doi.org/10.1080/17457823.2013.828474

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Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.

Selwyn, N. (2016). Is technology good for education?. John Wiley & Sons.

Sternberg, R. J. (2012).Teaching for Ethical Reasoning,International Journal of Educational Psychology (IJEP),1(1), 35­50, DOI:10.4471/ijep.2012.03

Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261

Published

2024-01-15

How to Cite

Borda Valderrama, J. N. (2024). New Challenges in Education. DISCE. Revista Científica Educativa Y Social, 1(1), 8-13. https://doi.org/10.69821/DISCE.v1i1.1

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