NewParadigminEduca0on

GarryJacobs

ChiefExecu+veOfficer,WorldAcademyofArtandScienceChairman&CEO,WorldUniversityConsor+um

garryjacobs@wunicon.org

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Definingcharacteris0csof21stcentury§  Speed-everythingmovesfaster,changesfastero Money,people,products,informa>on,scien>fic&technologicaladvances,poli>calupheaval,climatechange

§  Informa0on–ubiquitous&growingexponen>allyo  Infoglut--butwhat’simportant?

§  Complexity-everythingisinterdependentgloballyo  Impactof4thIndustrialRevolu>ononfutureofeconomy,employment,inequality,educa>on,research,ecology

§  Uncertainty–weareblindtothefutureo 2008crisis,Brexit,Trump

Theyposeunprecedentedopportuni0esandchallenges2

Mul>dimensionalGlobalChallenges§  Economic–risingunemployment,inequality§  Technological–disrup>onfrom4thIndustrialRevolu>on§  Poli0cal–polariza>on&na>onalism§  Social–insecurity,violence,extremism§  Cultural–tensions,conflicts,fundamentalism§  Ecological–resources,pollu>on,climate§  Educa0onal–access,affordability,quality,relevance,

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Addressingthesechallengesrequires

Radicalchangesino Publicpolicyo Ins>tu>onso Theoryo Thinkingo Educa0on

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§  Educa>onishumanity’smostpowerfulinstrumentforconscioussocialevolu>on

§  Educa>ontransmitstothenextgenera>ontheessenceofknowledge&experienceacquiredbycountlesspastgenera>ons

Educa0onisacatalystanddriverforSocialEvolu0on

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ParadoxofComplexity§  Ata>meofunparalleledreal-worldinterconnec>vity,inter-

dependenceandintegra>on,researchandeduca>onhavebecomeincreasinglyspecialized,fragmentedanddivorcedfromeachotherandfromtherapidlyevolvingsocialcontextofwhichtheyareaninseparablepart

§  Todaymorethan1000subdisciplinesaretaughtinAmericanuniversi>es

§  Increasinglyspecialized,compartmentalizedknowledgeresultsinincreasingignoranceofwidersocialreality

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Educa>onalGenera>onGap§  Duringperiodsofrapidchange,pastknowledgeisnolongersufficientguidanceforaccomplishment.

§  50-80%ofthejobsthatwillbecreatedbythe4thIndustrialRevolu>ondonotexisttoday.

§  Thereisa2-3genera>on>me-warpbetweenwhatteacherslearnedandwhatstudentsneedtolearnforaccomplishment?

Thenwhatshouldwebeteachingandhow?

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Whatemployerswant?–Google§  Academicperformanceisapoorindexofcareersuccess§  Thepersonismoreimportantthandegrees,testscoresandeven

knowledge§  Socialskillsandpersonalitydevelopmentareessen>alforcollabora>ve

workintherealworld

§  Fourkeyquali0es--Cogni>veabili>es,Culturalfit,Emergentleadership,Intellectualhumility

§  Capacitytolisten&helphisteammembersadvancearecorestrengthsofGoogleCEOSundarPichai

Companieswantustoeducatethewholeperson8

NEWPARADIGMINPEDAGOGY

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ShiWfrompassive,compe00ve,subject-centeredTEACHINGtoac0ve,collabora0vestudent/person-centeredLEARNING

Shi`fromtheSubjecttothePerson

Interpersonal Ins0tu0onal

Interpersonalvariablesare2Xasimportantasins>tu>onalvariablesinlearningeffec>veness

Hace-Study:800Meta-analysis,2009-2012

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•  Student-TeacherRela0onship•  Peertutoring•  Feedbackandmistakes•  Coopera0vepeerlearning•  TeacherTraining

•  Sizeofclasses•  Homework•  Audio-VideoTV•  Technologybasedlearning•  Web-basedprograms

PowerofPersonalAeen>on

§  Theteacher’spersonalaeen>onismorepowerfulthathis/herinforma>on

§  Teacher’spersonalaeen>onisapowerfuldeterminantofstudentmo>va>onandperformance

§  Observerexpectancyo PygmalionEffect–RosenthalEffecto Posi>vecorrela>onbetweenteacherexpecta>onsandstudentperformance

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Ac>veLearning

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Collabora>veLearning–NewTechnologyHigh,Napa,CA

Schoolsteachstudentstoworkaloneandcompete.Whenwehirethem,weexpectthemtoworktogetherandcollaborate.

ValuesofNTH§ Relevant:engaging,connected,interdisciplinary,real-world,integrated,global,project-based

§ Rigorous:challenging,comprehensive,open-ended,crea>ve,cri>calthinking

§ Rela/onship-based:personal,collabora>ve,compassionate,culturallyinclusive,respeciul,trus>ng,emo>onalintelligence,self-managed 13

Student-Centered21stCenturySchools(SC21)

62SC21Schoolsin28schooldistricts 14

StanfordUniversityProject2025Imaginingthefutureoftheuniversity

§  PurposeLearning–linkedtostudent’spersonallearning

objec>veswiththeirindividualmission§  AxizFlip–shi`fromdiscipline-specificknowledgetofocuson

studentcompetencieso Departmentsshouldbecomecompetencyhubso Skillprintsshouldreplaceresumesandtranscripts

§  Calibra0on–shortintroductoryexperiencestoexposestudentstorangeofsubjects,learningmodels,careerpaths

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NEWPARADIGMINTHINKING

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Theproblemsconfron0nghumanitytodayresultsofthewaywethink

Analy>cThinking

§  Minddividesrealityintosmallerpartsandstudieseachasifwerethewhole

§  Categorizeseverything§  Regardseachsubjectasan

independentreality§  Reducescausalitytothelowest

commondenominator

AchievementsofAnaly>cThinking

§  Standardmodeloftheatom§  Periodictableofelements§  Structureofmolecules§  Varie>esofspecies§  Gene>csofDNA§  Physiologicalprocesses§  Computeranalysis§  Ar>ficialintelligence

Limita>onsofAnaly>cThinking§  Reducescomplexrealitytobasiccons>tuents§  Fragmentsknowledge§  Dividesrelatedfields§  Constructsmodelsdivorcedfromreality§  Reducesbehaviortochemical-electricalimpulses§  Reduceshumanrela>onstofixedpaeerns§  Reducesindividualuniquenesstogeneraltypes

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SystemsThinking

§  Focusontheinterconnectednessandinterdependenceofreality

§  Recognizescomplexity§  Strivestoconceptualizethewhole

AchievementsofSystemsThinking

§  Electricnetworktheory§  Mechanicalengineering§  Logicmodeling§  Evolu>onarybiology§  INTERNET

Limita>onsofsystemsthinking

§  Mechaniza>onofreality§  Reducesconscioushumanbehaviortosystems&rules§  Suppressesthesubjec>vedimensionofreality§  Suppressesindividualdifferencesanduniqueness

Integral,OrganicThinking§  Seesthewholegreaterthanthesumofitsparts§  Unifiestheobjec0veandsubjec0vedimensions§  Reconcilesindividualitywithcollec0vity

Allknowledgeseeksunity

IntegralConcep>ons

Beauty

Harmony

TruthMindLife PeaceSociety

Health

GeniusesthinkdifferentlyAllgreatscien>ficdiscoverieshaveinvolvedreconcilingapparentlyseparateorcontraryphenomena•  Newtonunifiedmo>onandrestbydemonstra>ngthatthesamelawsgovernceles>almo>ons&phenomenaonEarth.

•  Maxwellunifiedelectricity&magne>smaselectromagne>sm.•  Einsteinunifiedaccelera>onandgravity,space&>me.

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Contradic0onsareComplements

CommonThoughtPaeernsofGenius

§  Perceiverela>onsbetweenapparentlyunconnectedphenomena--Maxwell

§  Seeuniversalpaeernsrepea>ngacrossdifferentfields--Harvey§  Seeprofundityinsimplefacts–Archimedes,Gandhi§  Perceiveuniversaltruthsoflifeandhumannature--Shakespeare§  Envisionpossibili>eslongbeforeotherscanimaginethem--Tesla

Insight&Intui>on§  Notdependentonthoughtformsforknowing§  Emergewhenthethinkingmindfallssilent§  Perceiveshiddenrela>onshipsinambiguityandparadox§  Reconcilesopposites&contradic>onswithinalargerunity

“Allhumanknowledgebeginswithintui/ons,proceedsfromthencetoconcepts,andendswithideas.”

—ImmanuelKant

“Itisbylogicthatweprove,butbyintui/onthatwediscover.”—HenriPoincaré

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EinsteinonIntui>on

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“Theintellecthaslieletodoontheroadtodiscovery.Therecomesaleapinconsciousness,callitintui>onorwhatyouwill,andthesolu>oncomestoyouandyoudon’tknowwhyorhow.”

“Theintui>vemindisasacredgi`andthera>onalmindisafaithfulservant.Wehavecreatedasocietythathonorstheservantandhasforgoeenthegi`.”

TappingHumanPoten0al

§  FrenchsocialphilosopherCharlesFourier'senvisionedafuturesystemofeduca>onwhichwouldgiveriseto37millionmathema>cianslikeNewton,37milliondrama>stslikeMoliereand37millionpoetslikeHomer

§  Wecanaddtohislist37millionvisionaryscien>stslikeTesla

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ParadigmShi`inEduca>on§  Frompassivetoac>velearning§  Fromcompe>>vetocollabora>velearning§  Frommemorizingfactstounderstandingideas§  Fromabstracttocontextualknowledge§  Fromdiscipline-specifictointerdisciplinarystudies§  Fromfragmentedthinkingtointegratedknowledge§  Fromconformitytocrea>vity§  Fromacademictolife-centered,lifeknowledge§  Fromeduca>ngthemindtothewholeperson§  Fromsubject-centeredtoperson-centered

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Effec+veLearninginanAgeofIncreasingSpeed,ComplexityandUncertainty

RomaTreUniversity,November16-18,2017

www.wunicon.org/rome31

MoreInforma>on

§  WorldUniversityConsor>umwww.wunicon.org

§  WorldAcademyofArt&Sciencewww.worldacademy.org

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