Troubling the boundaries of traditional schooling for a rapidly changing future – Looking back and looking forward

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dc.contributor.authorTeschers, Christoph
dc.contributor.authorNeuhaus T
dc.contributor.authorVogt M
dc.date.accessioned2024-11-25T02:00:13Z
dc.date.available2024-11-25T02:00:13Z
dc.date.issued2024
dc.description.abstractRapid technological advancements, globalisation, environmental crises, and ongoing conflicts have contributed to an increasingly quickly changing social, cultural, and work environment for current and future generations. In this paper, we argue that the traditional schooling system and approaches to curriculum and pedagogy that are based on 19th century industrial age models might reach their limit to prepare students sufficiently for the expectations and challenges of life and work in future. While so-called 21st -century education has seen a nominal change in classroom layouts and increased use of teaching technology, we would argue that not much has changed in terms of the underlying structures of schools and the mostly pre-described curriculum schools and teachers must operate under. While current education systems struggle with many challenges from teacher burnouts to increasing student dis-engagement (e.g., rising truancy in New Zealand), we posit that new challenges lie ahead that will further disrupt, if not implode, current approaches to schooling and curriculum. Drawing on theories such as Biesta’s (2022) World-Centred Education and Pinar’s (2023) notion of Currere to reconceptualise curriculum, we would argue that schooling needs to move away from the traditional ‘static map’ of curriculum content to a more dynamic approach to schooling that allows teachers and schools to chart new territory, together with their students, for a rapidly changing future. As guiding compass of sorts for dynamically exploring an uncertain future with students, we propose Teschers’ (2018) educational approach to Schmid’s (2000a) Art of Living as a starting point.
dc.identifier.citationTeschers C, Neuhaus T, Vogt M (2024). Troubling the boundaries of traditional schooling for a rapidly changing future – Looking back and looking forward. Educational Philosophy and Theory. 56(9). 873-884.
dc.identifier.doihttp://doi.org/10.1080/00131857.2024.2321932
dc.identifier.issn0013-1857
dc.identifier.issn1469-5812
dc.identifier.urihttps://hdl.handle.net/10092/107626
dc.languageen
dc.publisherInforma UK Limited
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectcurriculum development
dc.subjectart of living
dc.subjectgrammar of schooling
dc.subjectflexible curriculum
dc.subjectbeautiful life
dc.subject.anzsrc39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development
dc.subject.anzsrc39 - Education::3902 - Education policy, sociology and philosophy::390202 - History and philosophy of education
dc.subject.anzsrc39 - Education::3902 - Education policy, sociology and philosophy::390203 - Sociology of education
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390403 - Educational administration, management and leadership
dc.subject.anzsrc52 - Psychology::5201 - Applied and developmental psychology::520101 - Child and adolescent development
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390412 - Teacher and student wellbeing
dc.subject.anzsrc50 - Philosophy and religious studies::5003 - Philosophy::500311 - Philosophical psychology (incl. moral psychology and philosophy of action)
dc.titleTroubling the boundaries of traditional schooling for a rapidly changing future – Looking back and looking forward
dc.typeJournal Article
uc.collegeFaculty of Education
uc.departmentSchool of Educational Studies and Leadership
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