«Some educators are uncomfortable with fidget spinners because they distract from a traditional, teacher - centered,
industrial model of education that relies on learners paying attention and distractions kept to an absolute minimum.»
Much of the criticism of the Common Core should be understood against the backdrop of an increasingly
industrial model of education in the U.S., in which educating whole persons for lifelong growth is replaced by a view of education as just another industrial sector, on a par with any other sector.
The recently released Gonski 2.0 report focuses on overhauling core aspects of curriculum and reporting, and proposes a move away from
the industrial model of education towards individualisation.
Not exact matches
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ACC Accounting & Auditing, AFR Africa, AGE Economics
of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation
of Independent States, CMP Computational Economics, CNA China, COM
Industrial Competition, CSE Economics
of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice
Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU
Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomic European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics
of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy
of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND
Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics
of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology
of Economics, SPO Sports & Economics, TID Technology &
Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility
Models & Prospect Theory, URE Urban & Real Estate Economics.
At heart, I am an explorer who sees the present state
of education in general as chaotic because the
education systems still hold to an
industrial educational
model that is well past its «best before date».
On the contrary: the
industrial age
model of education was an unqualified success, generating more (though not equitable) access to upward economic and social mobility for more people in more parts
of the globe than at any time in human history.
We hear
of education being stuck in an «
industrial model.»
Such a shift would move schools away from what educators sometimes refer to as the «
industrial model»
of education that held sway in the 19th and 20th centuries to a
model geared towards the more flexible work environments
of the 21st century, proponents argue.
This
Industrial Age «factory
model»
of education served a purpose in a bygone era, but it is woefully inadequate for the educational needs
of the Information Age.
The current
education model in the United States, a relic
of the
Industrial Age, is increasingly out
of touch with the needs
of society and the students it serves.
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