Towards an Architecture for the Teaching of Sustainability and Securitability

Abstract

<jats:title>Abstract</jats:title><jats:p>Given the political, societal, scientific and geographical changes emerging in our twenty-first century world, we need to apply refreshed innovative processes in universal education. By applying such processes for universally refreshed quality of life norms, this paper applies the results of my Philosophy of Education thesis to today’s conditions, to the identifiable needs of present generations who face a future different from all that has gone before, to a world built on the interplay of tradition and innovation addressing specific new challenges of Sustainability and Securitability. Innovative thinking skills built on independent decision-making expertise is the key to a world that looks forward with confidence, resilience, responsibility and maturity through a process that is inclusive of all new knowledge of an expanding world that needs particular care on a grand scale.</jats:p>

Edu-Tensegrity: An Expanded Integration of 21st Century Education

“…Some decisions are quite striking, and demand our understanding, acceptance and immediate action. Consequently, it is important that we recognise that doing research is insufficient if it is not undertaken to provide sustainability and securitability, and this means we must resist the tendency to go back to what we knew was successful in times past, because the universal changes in our world in 21 st conditions, both positive and negative, are changes that show those earlier patterns are no longer fit for purpose (Heasly et al, 2020). It will need careful and insightful decision-making to make education authentically fit for purpose as we stride into the middle of the 21 st century.…”

“…Pandemic conditions already have many Voices predicting that the depth of education for the students at each level is seriously compromised. Pre-service and Continuing teachers have much educational wisdom to offer; educational practitioners have a deeply important role with significant wisdom capable of providing authentic and urgent theory and knowledge to facilitate change; the teams of researchers, whose role and function is to test, to authenticate, and to recommend how change can be inserted into present theory, practice and praxis must be present: all are vital in the redemption, rejuvenation and reformation of what is to count as global and local education for this decade (Heasly, 2020).…”

“…The four main tools which are offered as an integrated system within the Heasly Thinking Skills System rely on the well-constructed use of Questioning, the visualisation of the individual within the ìMEî diagram, the recognition of the processes of the six steps of authentic decision-making, and the knowledge base of chosen behaviours forming the foundation of the attitude and perspective of individual ethical behaviours chosen by any individual to suit 21 st century social and cultural conditions. The details of this whole concept make up the content of Edu-tensegrity and are explained in detail (Heasly, 2020).…”