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Title: Learning for knowledge, citizenship and creativity – a key challenge for schools in 21st century.
Authors: Candeias, Adelinda
Editors: Candeias, Adelinda
Galindo, Edgar
Pires, H.
Reschke, K.
Witruk, E.
Keywords: Knowledge
Learning for wellbeing
Emotional intelligence
Issue Date: 30-Apr-2017
Publisher: Aachen: ShakerVerlag.
Citation: Candeias, A.A. (2017). Learning for knowledge, citizenship and creativity – a key challenge for schools in 21st century. A.A. Candeias, E. Galindo, H. Pires, K. Reschke & E. Witruk, (Eds.). Psychological Issues in Education and Health. Proceedings of 1st Scientific Meeting University of Evora and University of Leipzig (pp. 105-112). Aachen: ShakerVerlag.
Abstract: The challenge for the 21st century for educators, families and community members is seeking to raise and educate children who are knowledgeable, responsible caring and socially competent. A key challenge for schools involves serving culturally diverse students with varied abilities and motivations for learning. (Learning First Alliance, 2001). A school for this purpose should educate students for life and not prepare them for tests only. It will be a school that offers a diverse and comprehensive curriculum covering the fields of knowledge and know-how, including not only the traditional curriculum areas of reading, writing, and mathematics but also music, arts, and physical education (Candeias, 2013; Candeias et al., 2011; Sternberg, 2008). If we focus on education rather than test preparation, we may find that students improve in reading, writing, and math, but also in reasoning, resilience, and responsibility. We can not focus only on students with levels of income or higher, or medium, or low, but on all students and teach them to be active and productive citizens in a rapidly changing world. A key challenge for 21st-century schools is to address the diversity of cultures, abilities, and motivations of each student (Learnig First Alliance, 2001). Many students lack socio-emotional skills, which disconnect them from school as they go through the various cycles, this lack of connection negatively affects their academic performance, namely performance, behavior and health (Blum & Libbey, 2004). In this paper we present the basic assumptions to improve learning as a process of knowledge, citizenship and creativity, as a process that generates well-being and inclusion in a community of learners.
Type: article
Appears in Collections:CIEP - Artigos em Livros de Actas/Proceedings
PSI - Artigos em Livros de Actas/Proceedings

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