Education for the 21st Century: Three Components of a New Pedagogy

By Maura Sellars.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The rate of change in today’s society has led to the realization that the model of teaching and learning that evolved to meet the needs of industrial society requires considerable transformation if it is to support the educational needs of students today. The means by which education can be transformed to equip students with the skills they will need to survive in the future is the focus of much of debate and dispute in educational circles. What is clear is that educators, students and society in general will have to redefine what it is to be a student, what constitutes effective teaching and learning and what types of knowledge, skills and strategies are considered important for successful learning. This paper investigates important components of a new pedagogy which includes a more holistic understanding of the nature of intelligence and how the brain operates, the impact of rich learning environments and the importance of building on students’ existing strengths. It discusses difference and diversity as characteristics to be celebrated as they both divide learners as individuals and connect the same learners as members of a learning community and explores the role of differentiation in the context of primary classrooms.

Keywords: Pedagogy, Differentiation, Student Learning, Intelligence, Relative Strengths

International Journal of the Humanities, Volume 6, Issue 2, pp.27-34. Article: Print (Spiral Bound). Article: Electronic (PDF File; 534.301KB).

Dr. Maura Sellars

Lecturer in Educational Studies, The Faculty of Education and Arts, School of Education, University of Newcastle, Mayfield, NSW, Australia

Ms. Sellars has a keen interest in facilitating learning for all students, irrespective of diversity. This is supported by firm belief that all students have the capacity to learn effectively in learning environments that are testaments to respect and tolerance. She is a PhD candidate now working in an university context following 28 years of first hand classroom experience. She has a particular interest in Gardner's intrapersonal intelligence domain and in exploring how a strong, accurate understanding of ‘self’ can facilitate better learning outcomes for students, especially those in Primary school settings. This interest has led to a proposal for new pedagogy that prepares students for the challenges of a rapidly changing world.


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