M. Brunelli, E. Patrizi (2011), School museums as tools to develop the social and civic competencies of European citizens. First research notes* (original) (raw)
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Bridging the distance and discovering the value of education in European common heritage
2017
The Erasmus mobility of teachers between Portugal and Italy was a relevant opportunity to innovate our higher systems of education according to the European recommendations. We had the real experience of learning how to develop new streams in our demand and offer of education taking into consideration the cultural heritage in which Pedagogy and Didactics are rooted. Both countries convey ideas of renovation in terms of contents, strategies, methods. We learned politics in school and society about problems of migration and refugees, distress of families and children bringing enormous hopes for the future. From consolidated pedagogical theories and experimented workshops we shared knowledge helpful to prepare our students to be self-confident for a very high level of teaching performance and social participation. The purpose of this contribution is to discuss our mutual academic results achieved.
Revista Electrónica Interuniversitaria de Formación del Profesorado
This article presents the Council of Europe’s educational policy, indicating its major milestones and characteristics when it comes to issues of cultural heritage. First it offers an analysis of the strategic documents (i.e. recommendation No. R (98) 5 of the committee of ministers to member states concerning heritage education and conventions, with emphasis on the Council of Europe Framework Convention on the Value of Cultural Heritage for Society (Faro Convention). The notion of a common European Cultural Heritage as a shared and non-renewable resource is presented in the human rights approach to cultural heritage. The article pays special attention to intercultural dialogue and how it is supposed to support the European cultural identity. The second part explores existing links between the Council of Europe (CoE) and EU policies. The EU joint programmes regarding Cultural Routes of the Council of Europe (Joint Programme with the European Commission [DG GROW] and Joint Programme w...
The Heritage and Education Research Network: Place Value on Cultural Heritage in Europe
IGI Global Publisher of Timely Knowledge, 2020
Heritage education secures such processes of social empowerment as enabling us to competently preserve a commonly shared past and our own cultural heritage as European citizens. The challenge, therefore, consists in setting up communication channels between key stakeholders involved in heritage management and promoting the engagement of society, since it is the society that constitutes the main recipient and legatee of heritage itself. In order to achieve this objective, the authors suggest generate an interdisciplinary, multi-agent network which focuses on researching the treatment of heritage education in different European countries from the conceptual level to that of practice and implementation, taking account of the treatment it has received in the design of policies and implementation tools. This chapter contains the innovation in tackling the challenge; the relation to existing efforts at a European and/or international level; the expected impact; the potential for innovation versus risk level; and the work plan.
Vision for Learning in Europe in 2025
posterous.com
This article presents the results of the analysis of innovation in the context of the lifelong learning supported by the use of ICT, as well as a number of learning-related areas that need specific attention in terms of innovation and creativity. The result of this work has been condensed in “imperatives for change”, a list of actions that should be taken in all the four areas tackled by the project plus some general transversal imperatives. These imperatives can be summarised in the following Learnovation Vision for European learning in 2025: “Being a lifelong learner becomes a condition of life. Thanks to their massive and natural use in everyday life, technologies acquire an emancipating power on people opportunity and ability to learn, favouring a spontaneous tendency towards meta-cognition and ownership of their learning process”.
Constructing the European Education Space
Uluslararası İlişkiler / International Relations, 2012
This study analyses the European education policy and traces its evolution, specifically focusing on the Bologna Process that was launched in 1999. The study aims mainly at answering the following two questions: How is the European education space constructed and on which narrative is it built upon? In answering these questions, the article also discusses how the concept of European citizenship is defined in educational documents. The paper argues that the narrative of education policy initially had a regional focus, which later gained an international dimension.
The Social and Cultural Dimension of Lifelong Learning in the European Union.
The article tackles on the social and cultural dimension of education, illustrated in the concept of lifelong learning/ continuous formation and the developments of this type of education in a specific institution: Babeș-Bolyai, Romania. The first part introduces a theoretical background of the concept and the challenges to incorporate it under cultural policies. The paper proposes an approach of the cultural dimension on the one hand as a cause – a framework for social policies, seen from the perspective of the issues in the social area, and on the other hand as an effect – the result of such issues that lead to the inclusion of the cultural dimension on the agenda and among the priorities of the EU. The second part is a study case of a continuous formation program initiated by a higher education institution, analyzing the attempt to offer adult education to a community. It also contains a report of lifelong learning strategies integrated at Babeș-Bolyai University and a detailed report of the program that is unrolling at the moment. Keywords: lifelong learning, social policies, cultural policies, university in community.
The skills – A Chimera of Modern European Adult Education (2014)
The idea of basic skills is not quite new, but in modern European context it emerged as the best response to the challenges of the fast changing society and economy. Therefore the list of traditional basic skills was enriched with new ones, and the ways and methods to make them available to everyone have been proposed. This enabled fast curriculum development and its implementation, easier measuring, validation of nonformal and informal learning etc. On the other hand, the conception of basic skills as the tool of adaptation reduces education to practical abilities and escapes from the context of knowledge to the pure pragmatism. It is also the reduction of the complexity of human being, without any holistic approach. Further on, the necessary simplification caused the increasement of positivism and quantification, which is good for the mobility and employability, but only on in the short run. The whole burden of responsibility for education is thus shifted to a person, but without really giving him/her the opportunity to think and reflect own learning goals, paths, preferences. In the long run, the biggest problem is the missing value system behind the basic skills concept, or even worse – its feigned neutralism. The recent crises revealed that the biggest challenge of the modern world is not the missing skills, but the missing values. The concept of key competencies tried to overcome this limitations, but it also contains the modern paradox of division between general and vocational education, which does not hold serious questioning – neither from formal-logical, nor from the functional point of view. Even more, this division harms both general and vocational education. The real question is how to move from traditional l'art pour l'art approach of non-pragmatic and remote-from-life-education to the modern, applicable one, without loosing integral approach, value based issues and long-term perspective.