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Educational Theory in the 21st Century: Science, Technology, Society and Education PDF

269 Pages·2022·2.956 MB·English
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MAARIF GLOBAL EDUCATION SERIES Educational Theory in the 21st Century Science, Technology, Society and Education Edited by Yusuf Alpaydın · Cihad Demirli Maarif Global Education Series Series Editors Birol Akgün , Ankara Yıldırım Beyazıt University, Ankara, Turkey Yusuf Alpaydın , Marmara University, Istanbul, Turkey Maarif Global Education Series addresses the transformations happening ininformationscience,economy,politics,technology,people,andsociety anddiscusseshowtheseaffecteducationpoliciesfrompreschooltohigher education on a global scale, with a macro perspective. The series offers practical, realistic, sustainable policy recommendations and strategies. The concept of Maarif, included in the name of the series, repre- sents self-knowledge and respect for one’s self and others, excitement in learning and teaching, and humility towards truth. Therefore, the works published in the series in the form of edited books and monographs discuss the theory and philosophy of education with a global perspective, including both western and eastern educational experiences. Thebookspublishedundertheserieswouldbebeneficialfordecision- makers, educators, academicians, and higher education students studying in education fields to learn about educational experiences of different culturesandtounderstandcontemporarytransformationinthefield.The books in the series will be prepared in academic style contributed by authors from different countries. More information about this series at https://link.springer.com/bookseries/16667 · Yusuf Alpaydın Cihad Demirli Editors Educational Theory in the 21st Century Science, Technology, Society and Education Editors Yusuf Alpaydın Cihad Demirli Department of Educational Sciences Board of Education Marmara University Ministry of National Education Istanbul, Turkey Ankara, Turkey ISSN 2730-7646 ISSN 2730-7654 (electronic) Maarif Global Education Series ISBN 978-981-16-9639-8 ISBN 978-981-16-9640-4 (eBook) https://doi.org/10.1007/978-981-16-9640-4 © The Editor(s) (if applicable) and The Author(s) 2022. This book is an open access publication. OpenAccessThisbookislicensedunderthetermsoftheCreativeCommonsAttribution 4.0InternationalLicense(http://creativecommons.org/licenses/by/4.0/),whichpermits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’sCreative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such namesareexemptfromtherelevantprotectivelawsandregulationsandthereforefreefor general use. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinforma- tion in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respecttothematerialcontainedhereinorforanyerrorsoromissionsthatmayhavebeen made.Thepublisherremainsneutralwithregardtojurisdictionalclaimsinpublishedmaps and institutional affiliations. Cover illustration: DrAfter123/Getty Images This Palgrave Macmillan imprint is published by the registered company Springer Nature Singapore Pte Ltd. Theregisteredcompanyaddressis:152BeachRoad,#21-01/04GatewayEast,Singapore 189721, Singapore Preface Education as a main social institution has transformed alongside other socialsystemsthroughoutthehistoryoftheworld.Inparticular,changes in science, philosophy, culture, and economy have deeply affected the purpose, content, and methods of education. Shaped in accordance with the social and political systems that had been dominated by agriculture and trade-centered production until the nineteenth century, education seems to have since found a new way with the formation of industrializa- tionandmodernsocietyfromthenineteenthcenturytothelastquarterof the twentieth century. The pragmatic character of education has become moreprominentwithinindustrialsociety,andeducationhasbecomemore sensitive to the demands of industrial economy and nation-state poli- tics. During this time, humanity faced the phenomenon of state-offered masseducation.Modernscience,culture,andphilosophyhavealsodeeply influenced education. Positivism and behaviorism first formed different educational schools, after which existentialism and humanism did the same. Sincethe1970s,thetransitiontoinformationsociety,developmentsin informationtechnologies,globalization,andpostmodernityseemtohave givenbirthtotheconstructivistparadigmineducation.Theconstructivist paradigm places emphasis on the individual in education, the subjec- tive nature of knowledge, individuality in the construction of knowledge, v vi PREFACE student-centeredness,andteachers’withdrawalfromtheirpreviousplace- ment. Culture, values, character development, and social and emotional development have increased their prominence in educational practices. While postmodern and constructivist education theory continues to be effective today, the first quarter of the twenty-first century has made some structural transformations in education more evident due to the accelerated developments in information and communication technolo- gies. Technologies, essentially being a tool, have begun to change both the structural features as well as the aims of education. The COVID- 19 pandemic has also given new impetus to digitalization in education. Advanced educational technologies are most evident in teachers’ roles, school designs, and educational administration. This first quarter of the twenty-first century is a time when educational institutions have sought direction; attempted to determine their future; and actively discussed the purpose, function, and methods of education. Concepts such as twenty- first-century competencies, digital education, Industry 4.0, Society 5.0, and the Singularity Age are some of the concepts that have been frequently discussed in this search. This book aims to review the major controversies of twenty-first- century educational theory and to make a modest contribution to the futureofeducation.Inthisdirection,itprimarilydealswithhowchanges have been reflected in science and philosophy followed by how new socialconceptionsandculturalparadigmshavebeenreflectedontoeduca- tional goals and content. Finally, the book examines the effects these changes have had on learning-teaching processes, school designs, educa- tional administration, and teacher-training practices, which are the more instrumental components of education. This work is the first book of the Maarif Global Education Series and isplannedasapreludetothebooksthatwillbepublishedintheseriesin the coming years. For this reason, the chapters of this book address the main issues of twenty-first-century education using a macro perspective. Wehopethatthebookwillbeareferencesourceforresearchers,experts, andeducators andwouldlike to thank the experts fromdifferentpartsof the world who have contributed with their impressive chapters. Istanbul, Turkey Yusuf Alpaydın Ankara, Turkey Cihad Demirli Contents Scientific-Technological Developments and Educational Paradigms Challenges Facing the Philosophy of Education in the Twenty-First Century 3 Khosrow Bagheri Noaparast Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore 25 Mehmet Ulukütük The Impacts of Online Education on Ecology of Learning and Social Learning Processes 51 Cahit Bag˘cı The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School 79 María-Elena Gómez-Parra and Bashar Daiss vii viii CONTENTS Education in The Context of New Culture and Society Conceptions Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge 101 Harun Rasiah Does Religious Education Have a Future in 21th Century? An Anthropologist on the Continued Relevance of Islamic Education 119 Mohammad Talib Conceptions of Society and Education Paradigm in the Twenty-First Century 141 Aynur Erdog˘an Cos¸kun New Learning, School and Teacher Considerations Revisiting Effective Instructional Strategies for Twenty-First-Century Learners 175 Asil Ali Özdog˘ru Current Trends in School Management: School Leadership in Education 4.0 197 Münevver Çetin and I˙smail Karsantık New School Designs and Sustainable Development 217 Beatriz Amann Twenty-First-Century Teacher Competencies and Trends in Teacher Training 243 Arife Gümüs¸ List of Contributors Beatriz Amann IstitutoEuropeoDiDesignIEDMadridSpain,Madrid, Spain Cahit Bag˘cı Turkish Maarif Foundation Turkey, Istanbul, Turkey Khosrow Bagheri Noaparast University of Tehran, Tehran, Iran Münevver Çetin Marmara University, Istanbul, Turkey Bashar Daiss University of Cordoba Spain, Córdoba, Spain Aynur Erdog˘an Cos¸kun Istanbul University, Istanbul, Turkey María-Elena Gómez-Parra University of Cordoba Spain, Córdoba, Spain Arife Gümüs¸ Ibn Khaldun University, Istanbul, Turkey I˙smail Karsantık RecepTayyip Erdogan University, Rize, Turkey Asil Ali Özdog˘ru Üsküdar University, Istanbul, Turkey Harun Rasiah CaliforniaStateUniversity,EastBay,Hayward,CA,USA Mohammad Talib Oxford Centre for Islamic Studies and School of Anthropology, University of Oxford, Oxford, UK Mehmet Ulukütük Bursa Technical University, Bursa, Turkey ix

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