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Education of the twenty-first century: New professionalism in lifelong learning, knowledge development and knowledge sharing

机译：二十一世纪的教育：终身学习，知识发展和知识共享中的新专业精神

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摘要

A knowledge society is emerging in which Information and Communication Technology is omnipresent and ubiquitous. What form will education take to serve this society? And how will educational professionalism change? To begin to answer these questions one needs to understand the demands of this knowledge society on its citizens and knowledge workers. Continuous innovation in all aspects is characteristic of the knowledge society. This puts three demands to citizens and workers: lifelong learning, knowledge development and knowledge sharing. In the knowledge society learning is a continuous process: learning is lifelong learning. In many cases this learning will also involve knowledge development in the context of professional (or daily) life as new knowledge is needed to deal with innovation. Consequences of this are 'democratization' of knowledge development (research) and a changing role of knowledge towards more prescriptive knowledge. In the knowledge society knowledge is the only resource that grows when shared. Knowledge sharing may be facilitated by communities of inquiry (practice, interest, etc.) supporting exchange and further development of knowledge. Information and Communication Technology is integrated facilitator in all this. If the picture sketched here is truthful, then there are profound consequences for education and the professionals in education. Education will find itself in a continuous process of change, embedded as it is in the changing knowledge society around it. The educational organisation will have to turn into a learning organisation, an agile organisation that is able to innovate educational processes to answer outside demands. New professionalism will be needed in such an organisation to understand and support new ways of learning and to create new learning environments. In this paper the Knowledge Society is explored in three aspects: lifelong learning, knowledge development and knowledge sharing. Then the implications for education and research in the twenty-first century knowledge society are explored. It is made clear that in this context new educational professionalism of teachers is needed, based on lifelong learning, practical research and knowledge sharing.
机译：知识社会正在兴起，信息和通信技术无处不在且无处不在。教育将采取什么形式为社会服务？教育专业性将如何改变？为了开始回答这些问题，需要了解这个知识社会对其公民和知识工作者的要求。各个方面的不断创新是知识社会的特征。这对公民和工人提出了三个要求：终身学习，知识发展和知识共享。在知识社会中，学习是一个连续的过程：学习是终身学习。在许多情况下，由于需要新知识来应对创新，因此这种学习还将涉及在专业（或日常生活）中的知识发展。其后果是知识发展（研究）的“民主化”和知识向更规范性知识的作用的变化。在知识社会中，知识是共享时增长的唯一资源。可以通过支持知识交流和进一步发展的探究社区（实践，兴趣等）来促进知识共享。信息和通信技术是所有这些方面的综合促进者。如果这里描绘的图画是真实的，那么对教育和教育专业人员将产生深远的影响。教育将发现自己处于不断变化的过程中，就如同嵌入在它周围不断变化的知识社会中一样。该教育组织必须转变为学习型组织，这是一个能够创新教育流程以应对外界需求的敏捷组织。在这样的组织中将需要新的专业精神，以理解和支持新的学习方式并创建新的学习环境。本文从三个方面探讨了知识社会：终身学习，知识发展和知识共享。然后探讨了对二十一世纪知识社会的教育和研究的意义。很明显，在这种情况下，需要基于终身学习，实践研究和知识共享的新型教师教育专业性。

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