The document discusses innovation and new pedagogy in education. It argues that education should not just passively accept social changes but should actively drive change. It also discusses that an innovative educational ecosystem should be inclusive, interconnected, research-driven, and promote pedagogical optimism. However, innovation also brings risks like complexity, failure, and instability that need to be addressed. The document advocates finding a balance between innovation and stability through practical approaches focused on design thinking.

1. INSIGHTS AND
OUTLOOKS
Dirk Van Damme

3. Why innovation, new pedagogy?
• How do they enable the world to better address
the problems of our times, finding itself at a
crossroads of paradigm shifts
• What have schools and educationalists to tell to
the world
– Not the passive recipient of social change, but
also in itself the driver of change
– Is education also a system of values

4. What are the characteristics of an
ecosystem of innovation?
• Inclusive
• Interdependency
• Networked, connected
• Research-driven, knowledge-intensive
• Pedagogical optimism

5. Trade-offs to innovation
• Complexity leading to immobility?
• Risk-taking and failure
– Do we learn enough from mistakes?
• Innovation as the new doxa
• Stability or chaos
• Professionalism and disempowerment

6. The restoration agenda
• What’s the right label for the opposite force?
– “Conservative”
– “Traditionalist”
– “Elitist”
– “Obscurantist”
– “Authoritarian”
• Or is it
– “laisser-faire”, “defaitism”
– routine

7. From the utopian to the practical mind
• Pedagogical ‘architecture’
– Architects might be a better role model than
medical doctors
– From curing to enabling
• The power of design
– Challenging pedagogical gravity
– Integrating technology
– Imaginative but doable
– Beauty