The aim of this chapter is to provide a summary of evidence from current research in the UK and internationally about learning to learn. This is in order to identify and analyse the emerging trends in society, technology and education which might act as significant drivers of change for knowledge production, creativity and communication in education to 2025 and beyond. The chapter considers a range of ideas, strategies and interventions which the education sector might use in response to these challenges to shape the development of learning to learn in education. The chapter begins with an analysis of the concept of “learning to learn” and some of the implications for knowledge and creativity in education, with examples from learning to learn projects in the UK and internationally. The second section looks at the structure of classroom interaction and the advantages and disadvantages for learning, with the role of dialogue central to this. The analysis focuses explicitly on the challenges, risks, demands and opportunities which learning to learn as an educational idea offers for knowledge production, creativity and communication in education in terms of both policy and practice.
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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