Strangers in a strange land: Knowing, learning and education for the global knowledge society

Abstract Profound changes to established patterns of life, root metaphors, necessary expertise and habits of mind are occurring as a consequence of globalization, information and communications technologies and the shift to a knowledge society. There is now a widening cultural mismatch between what members of the knowledge society need to succeed and what current systems of higher education are geared to offer. Increasingly, the result of this gap is that the products of today's Enlightenment-based socializing systems such as the colleges and universities are ill prepared for the actual challenges of contemporary life, often feeling bewildered and overwhelmed and like “strangers in a strange land.” A paradigmatic revolution in education is needed, but current discussion about reform is couched in the logic of market economics and draws inspiration largely from business strategies such as total quality management. It also remains firmly within the habits of mind and frames of reference of an Industrial Age. To adequately prepare people and communities to thrive in the global knowledge society, revolutionary changes are required in mission, curriculum content, pedagogy and modes of inquiry. The purpose must become explicitly aimed at producing a shift in the deep structures of consciousness and towards the development of transdisciplinary expertise—entirely new literacies and new approaches to learning that both fit the current economic realities and are more attuned to the socio-cultural, psychological and spiritual needs of an emerging global knowledge society.

[1]  Pasi Sahlberg,et al.  Education Reform for Raising Economic Competitiveness , 2006 .

[2]  Maureen O’Hara.  In Search of the Next Enlightenment? , 2006 .

[3]  F. David Peat,et al.  From certainty to uncertainty : the story of science and ideas in the twentieth century , 2002 .

[4]  Michael K. Stone,et al.  Ecological Literacy: Educating Our Children for a Sustainable World , 2005 .

[5]  E. J. Bourne,et al.  Does the Concept of the Person Vary Cross-Culturally? , 1982 .

[6]  R. Kegan.  The Evolving Self: Problem and Process in Human Development , 2009 .

[7]  J. Mezirow.  Learning as Transformation: Critical Perspectives on a Theory in Progress , 2000 .

[8]  Matthew C. Makel,et al.  Growing up digital , 2020, Transformative Digital Humanities.

[9]  B. Nicolescu.  Manifesto of Transdisciplinarity , 2002 .

[10]  Eamonn Kelly.  Powerful Times: Rising to the Challenge of Our Uncertain World , 2005 .

[11]  R. Nisbett.  The geography of thought : how Asians and Westerners think differently--and why , 2003 .

[12]  Arthur L. Herman,et al.  How the Scots Invented the Modern World: The True Story of How Western Europe's Poorest Nation Created Our World & Everything in It , 2001 .

[13]  Michael Zielenziger,et al.  Shutting Out the Sun: How Japan Created Its Own Lost Generation , 2006 .

[14]  J. Delors.  Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the twenty-first-Century, Paris UNESCO 1996 , 1996 .

[15]  R. Kegan.  In Over Our Heads: The Mental Demands of Modern Life , 1994 .

[16]  G. Pascal Zachary,et al.  The Global Me: New Cosmopolitans and the Competitive Edge: Picking Globalism's Winners and Losers , 2000 .