Dezvoltarea durabilă inovaţională în învăţământul sec. XXI
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URSUL, Arcadie, RUSANDU, Ion. Dezvoltarea durabilă inovaţională în învăţământul sec. XXI . In: Moldoscopie, 2011, nr. 2(53), pp. 148-161. ISSN 1812-2566.
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Moldoscopie
Numărul 2(53) / 2011 / ISSN 1812-2566 /ISSNe 2587-4063

Dezvoltarea durabilă inovaţională în învăţământul sec. XXI

Pag. 148-161

Ursul Arcadie, Rusandu Ion
 
Academia de Ştiinţe a Moldovei
 
Disponibil în IBN: 29 iulie 2013


Rezumat

This article examines issues related to sustainable development and innovation, as well as the correlation of these phenomena with education from the perspective of the 21st century. Sustainable development is conceived as a co-evolution development of society and nature, when the conservation and permanent process of society and nature is being undertaking in a form compatible with the biosphere. In this context, the educational system of the 21st century ought to become a priority of the mechanisms of transition to a sustainable future. The sustainable development model can be achieved only if the cardinal structural change in the objectives and social structure are taking place, and, first of all, shifts in the changing role of education in society. The sustainable development model will be implemented in two central directions: scientific-technological and scientific-educational, perceived as global processes which anticipate other social trends that create the basis for the transformation of peoples’ activities. Current educational system at the global scale tends to become a social mechanism, more regressive - conservative, unable to contribute efficiently to solving the global problems. The research of perspectives in global education leads to the conclusion that in education field transformations will take place closely related to revolutionary and evolutionary changes of the entire civilization process and the interaction between society and nature. New models of education of the 21st century are going to be reorganized, consistently and with determination, consistent with analysis of the forward-looking problems in education.