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Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
Education for the Apocalypse?
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Education for the Apocalypse?

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A session run by Keri Facer and Doug Belshaw at the Learning Without Frontiers Conference 2012. …

A session run by Keri Facer and Doug Belshaw at the Learning Without Frontiers Conference 2012.

Session overview:

This session will take delegates through a fast paced collaborative process that will encourage them to explore radically different approaches to education in the light of economic, environmental, technological and political changes. It will explore emerging trends and significant potential disruptions, and encourage participants to confront their own fears and aspirations, and find practical steps towards creative educational change.

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  • 1. Education for theApocalypse? Keri Facer & Doug Belshaw #LWF12
  • 2. Session overviewThis session will take delegates through a fast pacedcollaborative process that will encourage them toexplore radically different approaches to education inthe light of economic, environmental, technologicaland political changes. It will explore emerging trendsand significant potential disruptions, andencourage participants to confront their own fears andaspirations, and find practical steps towards creativeeducational change.
  • 3. Hashtag #E4A
  • 4. Session structure Introduction Possible Futures Futures Challenges Purposes of education General discussion Continuing the conversation
  • 5. INTRODUCTION
  • 6. Apocalypse? John Martin, The Great Day of His Wrath (1851)
  • 7. http://edfuturesresearch.org
  • 8. http://purposed.org.uk
  • 9. POSSIBLEFUTURES
  • 10. Some questions1. How old will you be in 2035?2. What futures are you assuming?3. What are you basing your evidence on?4. What do you think the child entering school today might be doing in 2035?
  • 11. FUTURESCHALLENGES
  • 12. TECHNOLOGICALAND SOCIAL CHANGE
  • 13. Constant connectivity - topeople and to networksMassive computingpower on demandMerging digital andphysical – internet ofthings, augmentedlandscapes, augmentedbodiesWhat is the nature of the‘person’ in these settings?
  • 14. Rise of biotech (personal genomes, bespoke medicine, cosmetic pharmacology)When asked whether healthy children under theage of 16 should be restricted from taking thesedrugs, unsurprisingly, most respondents (86%) saidthat they should. But one-third of respondents saidthey would feel pressure to give cognition-enhancing drugs to their children if other children atschool were taking them. (Nature, 2009)
  • 15. KNOWLEDGE
  • 16. Connectivity= value in ‘finding theplace for expertise’= value in collaboration,data miningEmbodied knowledgeDangerous knowledge
  • 17. DEMOGRAPHICS
  • 18. By 2035 50% ofpopulation of WesternEurope aged over 50,with a further 40 year lifeexpectancy, 25% agedover 65Lifelong over 500 years?Global intergenerationalrelationships?
  • 19. Competition for publicresources?Intergenerationalconflict?New intergenerationalcohesion - older adultsas active citizens/partners/ co-workers/learners?
  • 20. WORKING IN THE‘KNOWLEDGE ECONOMY’
  • 21. International competitionfor creative roles – highskills, low wagesCasualisation of middleclass roles –crowdsourcing,freelance, amateur/volunteer effort
  • 22. Centralisation ofcreativity/autonomy in‘global talent’ in majormultinationalsLosing the ‘rungs on theladder’ and potential forradical polarisation
  • 23. ENERGY, MATERIAL AND CLIMATECONSTRAINTS
  • 24. f Energy shocks and constraints Climate disruption Breakdown?
  • 25. PURPOSE OFEDUCATION
  • 26. What is education for?1. Look at the 5 continua on your sheet2. Mark an X where you stand on each issue3. Discuss with the person sitting next to you4. Can you sum up your what you believe to be the purpose of education in one sentence?5. Feed back to group
  • 27. GENERALDISCUSSION
  • 28. "The reason that I think we need to continue to invest inthe school as a physical space and a local organization,is because I believe that it may be one of the mostimportant institutions we have to help us build ademocratic conversation about the future. A physical,local school where community members are encouragedto encounter each other and learn from each other is oneof the last public spaces in which we can begin to buildthe intergenerational solidarity, respect for diversity anddemocratic capability needed to ensure fairness in thecontext of socio-technical change. Moreover, the publiceducational institution may be the only resource we haveto counter the inequalities and injustice of the informallearning landscape outside school." (Keri Facer, Learning Futures)
  • 29. A Challenge...• Open your imagination...• By yourself, in 5 minutes, design your ideal school. No bounds. No limits.• What does it look like? Who is there?
  • 30. Continuing the conversation• Purpos/ed (http://purposed.org.uk)• Petition (http://bit.ly/purposedpetition• Ed Futures website (http://edfuturesresearch.org)• Our contact details • Keri (k.facer@mmu.ac.uk) • Doug (doug.belshaw@northumbria.ac.uk)

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