Culture, Transnational Education and Thinking: Case studies by Niranjan Casinader

By Niranjan Casinader

The concept of considering abilities as a key section of a twenty first century tuition schooling is now firmly entrenched in academic coverage and curriculum frameworks in lots of components of the realm. in spite of the fact that, there was quite little wondering of the way within which academic globalisation has facilitated this diffusion of pondering talents, curriculum and pedagogy in a cultural context. This booklet can help to redress such an imbalance in its severe overview of the cross-cultural validity of transplanting pondering talents courses from one academic procedure to a different on a world scale.

Culture, Transnational schooling and Thinking offers a world comparative learn of the intersection of 3 academic suggestions: tradition, schooling and considering. Drawing on case experiences from Malaysia, South Africa and Australia/USA for the needs of comparative research, the e-book employs the context of a global college software within the instructing of pondering abilities, destiny challenge fixing application foreign. The booklet explores the institutions among destiny challenge fixing educators, their cultural historical past, and their techniques to pondering, comparing the relevance of moving pondering talents courses derived in a single cultural framework into one other. The booklet additionally discusses the broader implications of those cross-cultural comparisons to curriculum and pedagogy inside of colleges and better schooling, with a selected emphasis at the instructing of multicultural school-based periods and cross-cultural understandings in instructor schooling improvement.

This e-book should be of relevance to teachers and better schooling scholars who've an curiosity within the fields of cross-cultural and intercultural knowing, comparative experiences in schooling, and theories and practices of cognition, in addition to the improvement of tertiary and secondary curricula and linked pedagogies that in particular recognize the cultural diversities of either instructor and learner.

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That operation in which present facts suggest other facts (or truths) in such a way as to induce belief in the latter upon the ground or warrant of the former . ’ (Dewey, 1910, p. 9). Thinking was thus defined initially in terms of the nature of the task being undertaken, rather than what was actually done by the learner in the process of undertaking that task: ‘. . the acquisition of education had hitherto been equated to the acquisition of information’ (Lipman, 2003, p. 3). However, the debate over the meaning of thinking has persisted, with the effect that, for some, the intellectual bagatelle has lost sight of the original idea.

Education must begin with the solution of the educator-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously educators and students. (Freire, 1970 / 1996, p. 53) Exploring the ‘other’ in thinking 13 Moreover, this education could not be a mere regurgitation of what had gone before in the ‘developed’ world, but had to be offered in a form that enabled men and women to develop as people, for ‘. . [p]roblem-posing education affirms men and women as beings in the process of becoming – as unfinished, uncompleted beings in and with a likewise unfinished reality .

Independent spirit that is part of Western society lends itself very well to problem-solving and creative innovation’ (2010, p. 19). Unfortunately, or perhaps, in the view of some, fortuitously, the period of modern globalisation has also served to accentuate and substantiate the validity of the cognitive foundations of ‘Western’ educational practice. It has spawned a reiteration of the value of Euro-American capitalist economic and social principles through the national development strategies of States such as India, China and the Republic of Korea, all of whom have adopted the Euro-American path in the desire for a ‘Western’ conceptualisation of modernisation.

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