Author: Maria Czerepaniak-Walczak
E-mail: malwa_1@interia.eu
Institution: University of Szczecin
Year of publication: 2019
Source: Show
Pages: 185-194
DOI Address: https://doi.org/10.15804/tner.2019.55.1.15
PDF: tner/201901/tner5515.pdf

In the text, types of reforms to formal education are introduced, and against this background, an answer is sought to the question of who they serve, who is interested in this multi-layered effort, who is or can be a beneficiary and who is a loser in this process. The central part of the text is a presentation of types of the reform. Then, the effects of reforming education are indicated. The conclusion underlines the importance of research in the process of reform, in the action, as a professional practice of integrating cognition and change.

REFERENCES:

  • Appadurai A., (1990), Disjuncture and Difference in the Global Cultural Economy, Theory, Culture Society, Vol 7
  • Gleick J., (1998) Chaos: Making a New Science, Ed. Vintage, (Polish edition, 2018, Chaos. Narodziny nowej nauki)
  • Harari: Y.N., (2017) Homo Deus. A Brief History of Tomorrow, New York
  • (Polish ed. 2018, Homo Deus. Krótka historia jutra)
  • Postman N., (1996) The End of Education. Redefining the Value of School, Vintage Books, New York
  • Stiegler: B. , (2012), États de choc – Bêtise et savoir au XXIe siècle, Ed. Mille et une niuts,
  • (Polish ed. 2017, Wstrząsy. Głupota i wiedza w XXI wieku)
  • Taleb N.N. (2008) The Black Swan. The Impact to the Highly Improbable, Penguin Books, London
  • David Tyack and William Tobin (1995), The “Grammar” of Schooling: Why Has It Been So Hard to Change? American Educational Research Journal, Vol. 31, No. 3, pp. 453–479
  • Washburn A.M.(2009) Education for Exponential Time, Journal of Transformative Educa­tion 7 No 1, pp. 3–7

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart