Articolul precedent |
Articolul urmator |
256 0 |
Căutarea după subiecte similare conform CZU |
37 (18925) |
Educație (14220) |
SM ISO690:2012 IONAŞCU, Ina. Dimensiuni conceptuale ale învățării conținuțe în societatea bazată pe cunoaștere. In: The contemporary issues of the socio-humanistic sciences, Ed. 12, 2-3 decembrie 2021, Chişinău. Chişinău, 2022: "Print-Caro" SRL, 2022, Ediția 12, pp. 296-302. ISBN 978-9975-164-83-2. |
EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
The contemporary issues of the socio-humanistic sciences Ediția 12, 2022 |
||||||
Conferința "Preocupări contemporane ale științelor socioumane" 12, Chişinău, Moldova, 2-3 decembrie 2021 | ||||||
|
||||||
CZU: 37 | ||||||
Pag. 296-302 | ||||||
|
||||||
Descarcă PDF | ||||||
Rezumat | ||||||
The purpose of the present article is to explore the dimensions of knowledge and learning in the knowledge society, since the development of science, technology and culture requires a change of the present educational paradigm, and a reorientation of learning in the perspective of lifelong learning. The pace of diffusion of new ideas exceeds the possibilities of absorption available to the individual trained through classical education. New realities require an individual capable of self-perfection and spiritual flowering. In the framework of knowledge society, the field of knowledge has become immense, technological evolution and social needs are constantly changing, and in order to adapt to such a society, people need to know how to learn. Thus, any form of knowledge, but also of access to it represents a force, that creates new opportunities of action and change. The key difference from the past is that the emphasis on education is no longer the transmission of knowledge from one generation to another. This understanding no longer works in today's rapidly changing technological and globalized world, where it is not possible to determine the type of knowledge needed in the next five or ten years. Instead, a holistic approach to the individual is needed, that combines values, attitudes, such as the desire to learn from interacting with others, and the ability to develop strategies and solve problems to learn something new. Knowledge thus becomes a generative principle, with a self-organizing character of society and its progress. |
||||||
Cuvinte-cheie lifelong learning, key competences, globalization, learning to learn, self-directed learning, metalearning, învăţare continuă, competenţe-cheie, globalizare, autoformare, învăţare autodirijată, metacunoaştere |
||||||
|