Challenges in Education in Today’s Society – Globalization and Modifications in Education

Current investigations in the study of demographic trends at international level are at the moment generating light on a extremely controversial aspect, despite the fact that ignored by global institutions, like O.N.U., U.N.D.P., G 20, same by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-named “demographic winter” phenomenon, which reveals the dramatic consequences of the “contemporary” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity and irresponsibility. Contemplating this demographic trend provides a new dimension to the way in which abundance and resource of the planet are distributed and also provides a new vision on elementary educational concerns.

The globalization of education is reflecting itself in the extension and unification of educational practices, applied by all those public or private entities, involved as active social educators. More than time, the public education systems in developed or emerging countries, which market formal education, are illustrating with consistency the practice of a classical education method. In the field of non-formal education there are utilized much more innovating and diverse solutions of education, but unfortunately couple of of this are oriented upon individual behaviour reshaping in the worldwide context, and they are seeking only to proliferate consumerist habits, by preparing youngsters for a thriving experienced profession start. The presence of NGO’s with international coverage and skilled coaching providers has fixed the at present understood “improvement in education” in comfortable limits. This makes room for a reshape of educational fundamentals and, far more clear, for the ultimate goal of understanding.

Most men and women think that education must equip them with the right exploitation instruments so that they can forever trample more than the masses. Nonetheless other thinks that education ought to furnish them with noble ends rather than suggests to an end. The function of education, therefore, is to teach one to feel intensively and to consider critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may possibly be the man gifted with cause, but with no morals.

Socially speacking, the technological revolution, the broaden access to info and the contemporary lifestyle facilities have made feasible the look of an irreversible phenomenon in the conflict between generations. In our present instances, the children, “sons of globalization” have access to a number of sources of information, with the world-wide-web getting most of the time an instrument of self-education. 兼職老師 is leaning in the favour of the energy of informed youth, who grow to be “the teachers”, explaining the new planet order to the eldest. This theory requires into consideration the acceleration of technology and the way of our way of life, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.

As a result we are raising the query concerning the way organisms accountable for educational challenges really should reconsider the fundamental fundamentals of this simple activity, which clearly has guided the evolution of our planet so far. It is not enough for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of key education and the discrimination relating to access to education in underdeveloped nations, to steer clear of resettling the educational desires inside an inappropriate method. It is required to deal with these elements in appropriate time, for the reason that we take into account education the crucial-element which can slow down the process of planet and men and women self destruction.

The proposal relating to fundamentals reshaping and reviewing the person education, approached in all stages and cycles of life, begins with the assumption that “Man has to be educated to act responsible towards the atmosphere and civilization, and not interfere in the harmony and balanced planet development with his behaviour”. This observation, not precisely current, triggered a chain of initiatives in the educational program in nations like France, Italy, Germany, such as Romania, but I contemplate that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.

We feel that the new fundamentals and principals of education, which have to be recognized, understood and applied by every single teacher, via all the variety of educational processes in the lengthy life learning of people, and also in the non formal educational course of action, whereat folks have access throughout existence are:

1. Self-consciousness – is necessary mainly because it permits just about every person to uncover his part in society, to know his weak points and to develop them according to his exclusive talents genetically inherited. A person aware of his/her self can conveniently act in choosing the occupation or the carrier to practice that he or she will be in a position to direct his energies to and recognize the genuine troubles that the planet and society faces. Consciousness-primarily based education, introduced in 1971 by Maharishi Mahesh Yogi, is one of a kind in its potential to successfully develop the total brain prospective of every single student.

2. Stimulating creativity – this unique quality is reflected in the mental and social approach of creating new concepts, concepts, associations, and permits individual adaptation to unpredictable contexts and situations. There are easy techniques, related to lateral pondering that can market this capacity, for example: improvisation, fiction as imaginary solution, (Randomness, Improvisation, P.S.).

3. Communication – in the actual types and approaches utilised as studying practices, communication is not capitalized at being the supreme worth, because mainly individual activity it really is encouraged, which promotes inappropriate values like egoism, indifference, self-interest. With out communicating problems and discussing difficult situations, there is no way to claim solving the concerns in optimal parameters of time, good quality and accuracy. The man can not act in terms of social responsibility, as a “macro attitude”, which I contemplate as becoming shallowly approached, specifically in the economical environment.

four. Promoting a responsible part in society – education ought to train a single for quick, resolute and productive considering. To think incisively and to assume for one’s self is incredibly complicated. We are prone to let our mental life grow to be invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder no matter if or not education is fulfilling its purpose. A excellent majority of the so-called educated people do not feel logically and scientifically. Even the press, the classroom, the platform, and the pulpit in quite a few instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must allow a single to sift and weigh proof, to discern the correct from the false, the actual from the unreal, and the details from the fiction. This is the way in which he or she could create and workout an active part in society.