Educational Theory in the 21st Century Science, Technology, Society and Education
This open access book reviews the effects of the twenty-first century scientific-technological and social developments on the educational theory. The first part handles the subject, focusing on technology and educational philosophy. In the second part, the implications of new human and social concep...
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| Main Authors: | , |
|---|---|
| Format: | eBook Book |
| Language: | English |
| Published: |
Singapore
Springer Nature
2022
Palgrave Macmillan |
| Edition: | 1 |
| Series: | Maarif Global Education Series |
| Subjects: | |
| ISBN: | 9811696403, 9789811696404, 981169639X, 9789811696398 |
| Online Access: | Get full text |
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Table of Contents:
- Eurocentrism and Decolonization -- Islam, Culture, and Education -- Conclusion -- References -- Does Religious Education Have a Future in 21th Century? An Anthropologist on the Continued Relevance of Islamic Education -- Contemporary Discourse on Reforming Islamic Education -- The Future of Islamic Education: The Relevance of Its Past -- Islamic Education for Making Sense of the Modern World -- References -- Conceptions of Society and Education Paradigm in the Twenty-First Century -- Education Systems in the Twenty-First Century -- Technological Impact -- Economic Impact -- Spatial Impact -- Cultural Impact -- Industry 4.0 and Education -- Teaching Without the Constraints of Space and Time -- Personalized Learning -- Free-Choice Learning -- Project-Based Learning -- Experiential Learning -- Critical Thinking -- Measurement and Evaluation Without Exams -- Students as Stakeholders -- Mentoring -- Ethics and Moral Issues -- Preparing for Industry 4.0 -- Future Type of Society: Society 5.0 -- Society 5.0 and Education -- Conclusion and Evaluation -- References -- New Learning, School and Teacher Considerations -- Revisiting Effective Instructional Strategies for Twenty-First-Century Learners -- Twenty-First-Century Challenges -- Skills for Twenty-First-Century Learners -- Effective Instructional Strategies for Twenty-First Century -- Digital Learning -- Inquiry-Based Learning -- Cooperative and Collaborative Learning -- Social and Emotional Learning -- Systems and Supports for Twenty-First-Century Learners -- Conclusion -- References -- Current Trends in School Management: School Leadership in Education 4.0 -- Historical Process of the Management Concept -- Management of Change in Schools -- Current Paradigms in Management and School Leadership -- New Industry (Industry 4.0) and Education 4.0 -- School Leadership in Education 4.0
- Intro -- Preface -- Contents -- List of Contributors -- List of Figures -- List of Tables -- Scientific-Technological Developments and Educational Paradigms -- Challenges Facing the Philosophy of Education in the Twenty-First Century -- Main Trends in the Twentieth Century -- Early Pragmatism -- The "Ism" Movements -- The Revolution of the Analytic Philosophy of Education -- New Horizons in the Twenty-First Century -- New Pragmatism -- Post-Structuralism -- Post-Modernism -- Constructivism -- Conclusion -- References -- Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore -- Science Paradigms and Curriculum -- The Effects of Scientific Paradigm Shifts on Learning -- The Parameters of Curriculum Change in Turkey Since 2000 -- The Parameters of Curriculum Changes in Singapore Since 2000 -- Comparing the Paradigmatic Features of the Curricula Change in Turkey and Singapore after 2000 -- Conclusion -- Suggestions -- References -- The Impacts of Online Education on Ecology of Learning and Social Learning Processes -- Online/Digital Education's Effects on Teaching and Learning During the COVID-19 Pandemic -- Redefining and Reconstructing the Relationship Between School and Education -- The Future of Education: The Roles, Functions, Learning Processes, Models, and Methods of Learning-Teaching and Ecology of Learning -- Conclusion -- References -- The Concept of Change and the Teachers' Role on the Implementing Technological Transformation at School -- Technology, Change, and Teachers' Ethics -- Discussion and Conclusion -- References -- Education in The Context of New Culture and Society Conceptions -- Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge -- Liberalism: Cultural Sensitivity, Multiculturalism, Interculturality
- Use of Internet-of-Things in Education Management -- Conclusion -- References -- New School Designs and Sustainable Development -- Education for Sustainable Development -- The New School -- Space Considerations in Education -- Methodology -- Selecting Interactions and Evaluation Criteria -- Topology System -- Function System -- Material System -- Morphology System -- Context System -- Research Sample -- Vittra School Brotorp -- Ramat Chen Arts & -- Science Elementary School -- West Academy of Beijing (WAB) -- Results -- Design Criteria for a Reactive Space in the Pedagogical Model (EDS) -- Design Criteria from Studying the Interactions Between the Educational Context-Topology Systems (see Table 1) -- Design Criteria from Studying the Interactions Between the Educational Context-Function Systems (see Table 2) -- Design Criteria from Studying the Interactions Between the Educational Context-Material Systems (see Table 3) -- Design Criteria from Studying the Interactions Between the Educational Context-Morphology Systems (see Table 4) -- Design Criteria from Studying the Interactions Between the Topology-Function Systems (see Table 5) -- Design Criteria from Studying the Interactions Between the Context-Function Systems -- General Design Criteria from a Complex View -- Discussion -- Limitations of the Study -- Conclusions -- References -- Twenty-First-Century Teacher Competencies and Trends in Teacher Training -- Overcoming the Challenges of the Digital Revolution in Education Systems -- Twenty-First-Century Teacher Qualifications -- The Effects of Twenty-First-Century Teacher Competencies on Teacher Education -- Results -- References