Clarifying the concept of future-ready learning: a Confucian perspective

Tan, Charlene

doi:10.1080/02188791.2023.2231651

Cited by 2 publications

(1 citation statement)

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“…Despite the expanding programmes, activities and publications on future-readiness, this term has remained unclear, multifarious and contested. There is scant attention on what it means to be future-ready, apart from the broad and nebulous understanding that it revolves around the anticipation of changes and preparedness for emerging realities (Chang, 2021; Remes, 1993; Tan, 2023a). But what does it mean to anticipate and be prepared for evolving and fluctuating developments and circumstances, and how can this be achieved?…”

Section: Introductionmentioning

confidence: 99%

Future-readiness and its educational implications: A Daoist interpretation

Tan

2024

Research in Comparative and International Education

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This paper explores the extent to which our past and present knowledge can help us to be future-ready, and suggests a theoretical basis for future-readiness. Drawing on the thought of the Daoist philosopher Zhuangzi, it is argued that future-readiness is primarily about having an open and flexible mindset where one responds appropriately to emerging realities and challenges. Two salient key Daoist principles that underpin the notion of future-readiness are ‘walking two roads’ ( liang xing) and ‘rightness of the present this’ ( yin shi). The former is about going beyond shi/fei distinctions – ‘this/right’ versus ‘not-this/wrong’ – to consider and harmonise alternatives to achieve the best possible outcome. The principle of ‘rightness of the present this’ refers to making the most appropriate response based on situational constraints. The major educational implications are a rejection of limiting teaching and learning to skills-centred education; an emphasis on unlearning; and the promotion of self-transformative education.

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Section: Introductionmentioning

confidence: 99%