VIEWS: 29 PAGES: 8 CATEGORY: Social Sciences POSTED ON: 6/26/2010
According to Pink, We are moving from an economy and society built on the logical, linear, computerlike capabilities of the Information Age to an economy and a society built on the inventive, empathie, big-picture capabilities of what's rising in its place, the Conceptual Age (pp. 1-2). Moon (1975) perhaps best summarized this recognition by stating that industrial arts facilities "should be designed to provide a learning environment in which the understandings and applications of the principal commonalities [wood, metal, drafting] can be implemented with all materials, processes and energies of technologies" (p. 18).
The Creative Classroom: The Role of Space and Place Toward Facilitating Creativity We are moving from an economy and society built By Scott A. Warner and Kerri L. Myers on the logical, linear, computerlike capabilities of the Information Age to an economy and a society built on the inventive, empathic, big-picture capabilities of what’s rising in its place, the Conceptual Age (pp. 1-2). All teachers, including The people who control and oversee this conceptual age will technology educators, should be those who are able to “detect patterns and opportunities, to create artistic beauty, to craft a satisfying narrative, and examine what is being taught, to combine seemingly unrelated ideas into something new” (pp. 2-3). They will also be those who are able to “empathize how it is being taught, and how with others” (p. 3), find joy for themselves and bring it out in others, and pursue activities that provide purpose and the development and growth meaning to their lives and the lives of others. In describing the types of individuals who will hold the keys to the of creativity should be woven conceptual age, Pink stated, into the educational fabric of The future belongs to a very different kind of person with a very different kind of mind-creators and teaching and learning. empathizers, pattern recognizers, and meaning From an Industrial Economy To a Knowledge Economy • Passive Learners • Active Learners • Directed Learning • Facilitated Learning • Knowledge Revealed • Knowledge Discovered Introduction: The Emerging Paradigm of Teaching • Explicit Knowledge • Explicit and Tacit and Learning • Knowledge is Discrete • Knowledge is Embedded As we become more sophisticated in our understanding of • Single Assessment • Multiple Assessments • Single Intelligence • Multiple Intelligence the workings of the human mind, it becomes increasingly • Instructor Technology • Ubiquitous Technology clear that the processes of teaching and learning are • Alone • Alone and Together more complex and subtle than was once thought. Models • Just in Case • Just in Time of education that were appropriate in the past are now • Content • Content and Process obsolete. Cornell (2002) proposed an emerging paradigm • Linear and Planned • Planned and Chaotic of teaching and learning that moves from the model for Figure 1: The emerging paradigm of teaching and learning as an industrial economy to one that is appropriate for a defined by Cornell. The paradigm shift is from an industrial knowledge economy. (See Figure 1.) Pink (2005) shifted the economy to on
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