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We discuss whole-child development, learning, and thriving through
a dynamic systems theory lens that focuses on the United States and
includes an analysis of historical challenges in the American
public education system, including inequitable resources,
opportunities, and outcomes. To transform US education systems,
developmental and learning scientists, educators, policymakers,
parents, and communities must apply the knowledge they have today
to 1. challenge the assumptions and goals that drove the design of
the current US education system, 2. articulate a revised,
comprehensive definition of whole-child development, learning, and
thriving that accepts rather than simplifies how human beings
develop, 3. create a profound paradigm shift in how the purpose of
education is described in the context of social, cultural, and
political forces, including the impacts of race, privilege, and
bias and 4. describe a new dynamic 'language' for measurement of
both the academic competencies and the full set of 21st century
skills.
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