21世紀に求められる学習の成果 – グローバルな教育を探して(3)

2015年11月にオランダ、ハーグで行われた「IB Heads World Conference」でのインタビュー。前回の続きです。

原文: The Global Search for Education: Bring On the Change






断片化と個人間の過当競争は、本当に学びたいと望む学習者の学びの精神を破壊してしまいます。 長い時間をかけて、学校は先生に認めてもらうため、テストの点数を取るために、パフォーマンスの場になってしまいました。



What is different about learning outcomes needed for the 21st century versus the 20th century in terms of the key competencies required? How do you see the key competencies required of teachers to enable this?

The key differences in competencies I believe lay in the depth of understanding; the appreciation of interdependency and collaboration; and reconnecting head, heart and hand. Children need to come to a deep confidence that they can learn, that they can solve complex problems and that they can do this together. The problems we face in our societies – from global problems with like climate change to more local ones like inequity and loss of purpose and connection to one another – are beyond the reach of existing institutions and their reliance on hierarchical authority.

People need to collaborate to solve these problems and this is where students need to build new competencies. Fostering this collaborative learning of how to face the challenges that mean the most to us will require teachers who are engaged in building the same competencies. We teach who we are not just what we know. Teachers who are used to working in silos and standing and delivering the curriculum will be unable to meet the needs of today’s learners. This is why leadership, like principals who build school cultures of collaboration and risk taking, is so important.


What do you see as the most concerning shortcomings of the 21st century learning environment? How can teachers and students work to counteract these shortcomings?

Fragmentation and excessive individual competition destroy the natural spirit of learners who truly want to learn. Over a very long time, school has become a place of performing for a teacher’s approval, or scoring on the test.

This was never conducive to learning and it is less credible for students who no longer expect teachers to be the font of all knowledge, since they have access to so much information on their own, but really need teachers who join the learning process with them, as guides and co-learners. Fragmentation can only be overcome by an education process that is deeply rooted in the interconnectedness of knowledge, just as excessive competition can only be overcome by building cultures that strike a more healthy balance between individual and collective learning.



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