I den norske stortingsmeldingen «Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet» er «bærekraftig utvikling» ett av tre tverrfaglige temaer som skal gi retning til fornyelse av skolefagene. Sammenlignet med resten av Skandinavia har bærekraftig utvikling så langt hatt en mindre forpliktende stilling i norsk skole. Bakgrunnen for dette er sammensatt, og skyldes forhold både i og utenfor skolen. Spørsmålet som diskuteres her, er hvordan den nye satsningen på utdanning for bærekraftig utvikling kan gi temaet en mer aktiv rolle i framtidens norske skole enn det vi har sett til nå. I den sammenheng ser vi spesielt på spenninger implisitt i begrepet bærekraftig utvikling, forholdet mellom dybdelæring og tverrfaglighet, samt betydningen av handlinger og erfaringer som fremmer en bærekraftig utvikling. Konklusjonen er at det er tvilsomt om fokusering på «big ideas» og kjerneelementer i fagene (stortingsmeldingens anbefalinger) i seg selv vil lede til den tverrfaglige, systemiske forståelsen og kompetansen som er nødvendig for å leve bærekraftige liv i framtidens samfunn. Som alternativ tilnærming foreslår vi å ta utgangspunkt i tidens store spørsmål: det vi lurer på i dag.Nøkkelord: utdanning for bærekraftig utvikling, dybdelæring, tverrfaglighet, læreplaner, Norge Sustainable development, interdisciplinarity and deep learning: from big ideas to big questionsAbstractThe Norwegian White Paper “Fag – Fordypning – Forståelse. En fornyelse av Kunnskapsløftet” [Subjects – Immersion – Understanding. A Renewal of the Knowledge Promotion] states that sustainable development is to be one of three interdisciplinary themes that should guide and inform the renewal of subjects in Norwegian K12 education. Compared to the rest of Scandinavia, education for sustainable development, ESD, has so far been relatively weakly implemented in the Norwegian school system. This is due to complex relations both in and outside of schools. The question discussed in this paper is whether the new initiative for sustainability promises a more effective implementation in the Norwegian “school of the future” than we have seen so far. We elucidate tensions implicit in the concept of sustainable development, the relationship between deep learning and interdisciplinarity, and the significance of actions and experiences that foster sustainable development. Our conclusion is that it is doubtful whether focusing on “big ideas” and core elements in the school subjects (as recommended in the White Paper), in itself will lead to the cross-disciplinary, systemic outlook and competency needed to lead sustainable lives in the future. As an alternative approach, we recommend starting with the big questions of our time: issues we wonder about today.Keywords: education for sustainability, deep learning, interdisciplinarity, national curricula, Norway
In "The Crisis in Education," published in 1954, Hannah Arendt suggests that adults who refuse to take responsibility for the world should not be allowed to educate children or to have children of their own. Her text describes the "general crisis," which, according to Arendt, "has overtaken the modern world everywhere and in almost every sphere of life," including education (Arendt, 2006, p. 170). Written for another time and with different problems in mind, her words were not meant to describe our present situation. Indeed, in light of the evolving ecological crises where the very conditions for life on earth are in peril (Masson-Delmotte et al., 2018; Steffen et al., 2015), Arendt's use of the term crisis seems quite overblown. Nevertheless, her warning can help us to explore some of the important dilemmas that face educators of today, in a time where a range of unfolding, interlocking crises (ecological, social, and political) are on the horizon. Arendt's concern was the child-centered pedagogy of modern mass society, which "insofar as it attempts to establish a world of children, destroys the necessary conditions for vital development and growth" (p. 186). At risk, for Arendt, is the preservation of a common world: a public realm where freedom and individuality is possible. 1 The continued existence of a common world depends, according to this remarkable analysis, on the basic asymmetry of the relationship between child and educator, described as follows: Insofar as the child is not yet acquainted with the world, he must be gradually introduced to it; insofar as he is new, care must be taken that this new thing comes to fruition in relation to the world as it is. In any case, however, the educators here stand in relation to the young as representatives of a world for which they must assume responsibility although they themselves did not make it, and even though they may, secretly or openly wish it were other than it is. This responsibility is not arbitrarily imposed upon educators; it is implicit in the fact that the young are introduced by adults into a continuously changing world. (Arendt, 2006, p. 186) This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
AI-based natural language production systems are currently able to produce unique text with minimal human intervention. Because such systems are improving at a very fast pace, teachers who expect students to produce their own writing—engaging in the complex processes of generating and organizing ideas, researching topics, drafting coherent prose, and using feedback to make principled revisions that both improve the quality of the text and help them to develop as writers—will confront the prospect that students can use the systems to produce human-looking text without engaging in these processes. In this article, we first describe the nature and capabilities of AI-based natural language production systems such as GPT-3, then offer some suggestions for how instructors might meet the challenges of the increasing improvement of the systems and their availability to students.
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