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Course with employment: "The profession of a Methodologist from scratch to PRO"
Find out moreHow ideas about knowledge have changed: from objectivism to
In the 20th century, objectivism dominated conceptions of knowledge. This approach posits that knowledge represents absolute truth, independent of social context and individual perceptions. Examples of objective knowledge include mathematical facts, such as that two and two equal four, historical facts, such as that Michelangelo created the Sistine Chapel frescoes, and physical laws, such as the principle of equal action and reaction. Educational inequality was also analyzed within this paradigm. Students from disadvantaged social groups often demonstrate lower educational achievement compared to their more advantaged peers because they do not have access to this objective knowledge outside the school environment. Thus, the problem of educational inequality becomes not only social but also cultural, emphasizing the importance of equal access to knowledge for all segments of the population.
In 1971, a collection of essays entitled "Knowledge and Control" was published in the UK. "Knowledge and Control: New Directions in the Sociology of Education" (Knowledge and Control: New Directions in the Sociology of Education). In this collection, renowned sociologists of education such as Michael Young, Basil Bernstein, and Pierre Bourdieu offer a new understanding of the role of knowledge in the educational process. Their works explore the influence of sociocultural factors on education and emphasize the importance of critically analyzing the knowledge transmitted in educational institutions. This collection marks a significant milestone in the development of the sociology of education, opening up new perspectives for further research in this field.
According to the researchers, knowledge is viewed as an instrument of power that invariably has a social context and reflects the interests of the ruling class. The process by which mass schools select and classify knowledge for educational programs, as well as teaching methods and assessment of results, contributes to the maintenance and reproduction of social inequality. For example, the school curriculum emphasizes the study of the history of ruling dynasties, while important aspects such as production technologies remain in the background. This highlights how the education system can reinforce existing social and economic inequalities. Kirschner, Hattie, and their colleagues note that the idea they explore was already known in the 1970s. Its roots can be found in the work of the German philosopher Georg Hegel, as well as in the instrumentalism of John Dewey, which developed in the 1920s. The authors of Knowledge and Control deepened and updated their understanding of the social aspect of knowledge, which had a significant influence on the spread of constructivist and postmodern theories in the field of education. This emphasizes the importance of social context in the process of learning and knowledge formation, which is relevant in contemporary educational discourse.
Constructivism is based on the principle that students independently form their knowledge through interaction with the surrounding reality. This process and its results are influenced by factors such as previous experience, individual characteristics, cultural norms, and living conditions. Postmodernism, in turn, expands on these ideas, completely rejecting the concept of objective truth. It argues that generally accepted knowledge is merely the dominant point of view among many other possible interpretations. Thus, both constructivism and postmodernism emphasize the importance of subjective perception and context in the learning process.
The authors of the book "Developing Curriculum for Deep Thinking" emphasize that existing approaches to teaching often ignore important aspects such as the content and reliability of knowledge. Knowledge is analyzed not from the standpoint of its truth, but in the context of its application, owner, and purposes of use. This leads to an insufficient understanding of the essence of knowledge and its role in the educational process. It is necessary to rethink approaches to learning, focusing on the authenticity and quality of the knowledge imparted to achieve deep understanding and critical thinking.
How Neoliberalism Has Emphasized "21st Century Skills"
By the 2000s, trends associated with neoliberalism were intensifying, with the emphasis in education shifting from the cultural and civic socialization of youth to preparation for employment and economic growth. Knowledge in educational programs faded into the background, giving way to skills and competencies. The concepts of competence and competency, in turn, came to the educational sphere from the field of human resources management. This change has led to a rethinking of the goals of education, emphasizing the practical skills needed for career success, which has influenced the formation of educational standards and programs.
Canadian education researcher Lisa Wheelahan and her colleagues argue that the concept of skills development is perceived as a key factor in personal well-being, business success, and economic growth at the national level. This opinion is influenced by human capital theory, which emphasizes the importance of investing in education and skills to achieve sustainable progress. Skills development is becoming an integral part of both individual and societal development strategies, contributing to increased competitiveness and innovative potential.
The theory, proposed by economist Gary Becker in 1964, initially described the relationship between investment in education and increased employer demand for qualified personnel. This, in turn, contributed to increased business efficiency and higher incomes. However, by the beginning of the 21st century, this theory acquired a new meaning and became the basis for practical action. Governments began to reform and finance their education systems, focusing on the needs of business. This approach not only improves the quality of education but also creates a more competitive labor market, which ultimately contributes to the economic development of countries. According to Kirchner, Hattie, and their co-authors, an important aspect of modern education is the introduction of so-called 21st-century skills. These skills are considered universal, as their application is relevant across various fields and contexts, making them essential for success in today's world. Key 21st-century skills include communication and collaboration, critical thinking, creativity, problem-solving, and digital literacy. Mastering these skills is becoming key to personal and professional growth in a rapidly changing society.
21st-century skills play a critical role in modern society. This is emphasized by reports from international organizations such as the World Economic Forum and UNESCO. These skills are integrated into national educational standards and are becoming core requirements for job seekers worldwide. In a rapidly changing labor market, the ability to adapt, think critically, and work in a team is becoming essential for career success. Education that focuses on developing these skills helps prepare professionals who can effectively solve problems in various fields.
The authors of the book emphasize that the skills discussed, with the possible exception of digital literacy, are not new. These skills have been important throughout human history. Without them, it would have been impossible to build the Egyptian pyramids or invent the printing press. The historical context demonstrates that these skills have always played a key role in the development of civilization.
Complex thinking skills, including critical thinking, problem solving, and reading literacy, are not as universal as often assumed. Cognitive research confirms that these skills depend largely on subject-matter knowledge. To apply them effectively in various situations, a person must possess the relevant knowledge. Understanding and using these skills requires not only a theoretical foundation but also practical experience in a specific field. Thus, the development of complex thinking skills should be integrated into the learning process, focusing not only on general approaches but also on deep mastery of subject material.
In the previous article, we examined the authors' arguments emphasizing the importance of knowledge from a cognitive point of view.
How to bring knowledge back into education
Kirschner, Hattie, and their co-authors emphasize that the link between education and employment remains important. They emphasize the need to develop practical skills and competencies in pupils and students. Their main message is the need to achieve balance in the educational process. In this context, they support the concept of "strong knowledge" proposed by Michael Young, which emphasizes a deep understanding and application of knowledge in real-life situations.
The author of this concept takes into account the social aspect of knowledge production and use, but does not believe that all knowledge is relative. It argues that there is some knowledge that is more valuable than others. This knowledge is generated by specialized scientific communities that apply specific methodologies to create and validate it. This emphasizes the importance of a scientific approach and critical thinking in the learning process, as well as the need to trust verified information generated by rigorous research.
"Strong knowledge" is not a universal concept and is divided into various academic disciplines, such as mathematics, physics, geography, history, and others. It does not represent a fixed or absolute truth, but requires critical reflection and revision. "Strong knowledge" promotes informed debate and critical analysis, which in turn leads to the creation of new, more accurate and reliable knowledge. Critical thinking and analytical ability are important elements in the development of scientific fields and improving the quality of knowledge.
The authors of "Designing a Curriculum for Deep Thinking" emphasize the importance of knowledge that allows us to transcend personal experience and expand our perception of the world. For example, simply looking at the horizon makes it difficult to recognize that the Earth is spherical. However, using the basic principles of geometry and arithmetic, as the ancient Greek scholar Eratosthenes did, one can not only confirm this theory but also accurately measure the Earth's circumference. These methods demonstrate how deep thinking and scientific knowledge open new horizons for understanding reality.
Professional practice requires not only skills but also theoretical knowledge. An auto mechanic can learn car repair through practical experience, but understanding the principles of internal combustion engines and electronic systems will significantly improve their efficiency. Theoretical training allows one to quickly master new technologies and conduct diagnostics more accurately. Even in the age of artificial intelligence, when neural networks can provide an answer to any question, it is important to understand that receiving information is not the same as assimilating it. Without a basic level of knowledge, it is difficult to recognize possible errors or “hallucinations” of a neural network. Therefore, the combination of practice and theory remains the key to successful professional activity.
Supporters of the "strong knowledge" concept argue that everyone should have access to a quality education. However, they do not consider this concept a universal solution to all problems in the field of education. Among the main problems associated with "strong knowledge" are the following aspects: a lack of available resources, a lack of systemic support for students, and the need to adapt curricula to modern requirements. These issues require careful consideration and discussion to achieve an effective educational process.
- Some scientific fields are developing so rapidly that what can be considered "strong knowledge" in them is quickly becoming outdated;
- There are areas where it is difficult in principle to agree on exactly what knowledge should be included in this category - this applies, for example, to history;
- To transform the knowledge produced by the scientific community into knowledge that students can assimilate, it is necessary to select the necessary information, transfer it to an appropriate form, and teach it correctly. And here, the experience and expertise of teachers, methodologists, and authors of educational materials are crucial.
In today's world, the question of the necessary knowledge and skills for learning is becoming increasingly pressing. The answer largely depends on the goals set for the educational process. The situation is exacerbated by the fact that the future remains uncertain, and what seems relevant today may lose its significance tomorrow. The authors of various studies emphasize that the search for an answer to this question is an ongoing process and a topic for public debate. When choosing educational paths, one should remember the importance of knowledge that will be useful in a rapidly changing world.
