ERF Occasional Papers
Creativity – or the urge to explore and to invent without knowing in advance how useful the outcome may be - cannot be taught, but it must be detected, recognized and encouraged. This paper explores some of the challenges of fostering creativity in education.
Discussions on the quality of education often remain blurred by a lack of clarity. As a result, there is no common understanding of what is actually meant by. This paper reviews various understandings and approaches to the noiton of quality in education.
Human beings have inherited a set of behaviors in order to live in and sustain their communities. These include creativity and rationality, very different yet complementary human capacities, which are both spurred by doubt and desire.
Building on Learning To Be published a quarter of a century earlier, the 1996 "Delors Report" proposed an integrated and humanistic vision of learning. This paper examines the influence that the report has had on education policy and practice worldwide.
Increasing human dependency on technology renders us particularly fragile. The power imparted by technology not only conceals the risks inherent to its indiscriminate use, but also the fragility inherent to that dependency.
From the very beginning of the twenty-first century, there has been a succession of shocks of yet unforeseeable consequences that will trigger far deeper and longer crises…read more
The notion of ‘global citizenship’ is very broad, if not contested. This paper discusses the transformation of the notion of citizenship in the context of globalization, and how global trends may be integrated into citizenship education.
If progress is to be sustainable, development must serve individual and collective needs and aspirations, preserve the environment and quality of life, and promote solidarity and equitable sharing as the foundations of citizenship in an increasingly globalized world.
In this short text, we do not refer to the school curriculum as a collection of syllabi and study plans organized by discipline – the traditional and more common view. Rather, we refer to it as the outcome of a process intended to determine the essential skills, indispensable knowledge and most important values that must be acquired at school, and what are the fundamental learning experiences required to ensure that the new generations are prepared for life in the type of society that we aspire to build.
Learning has always been an essential part of human lives. When education is understood broadlyas learning designed by adults for the young, it may be said to have a history almost as old ashuman beings themselves. Schooling, however, or the contemporary form of formal education,only started around 200 years ago at the height of the industrial era in the West.