Topic 2: Open Learning – Sharing and Openness

Not for school, not for our lives, but for our common future do we learn

Who actually owns the knowledge, whose learning is the declared goal? To the person who first formulated it? The person who questions it and thus develops it further? Or also the person who “only” passes it on or applies it? Is there such a thing as “your” and “mine” in relation to knowledge? Isn’t knowledge a almende, a form of common property open to all? Often the educational system gives the impression that this is not the case. This may be due to the fact that the concepts of education and upbringing are often blurredly used next to and with each other in literature and also appear mixed up in practice. A brief explanation: Education requires a clear hierarchical distribution of roles between the educating person (lat. educans) and the person to be educated (lat. educandus). Education, however, is accompanied by a clear form of maturity and self-determination of the learners. Here the questioning and individual interpretation of knowledge plays a central role. Nowadays, however, “educational success” is significantly linked to “upbringing success”. The chance to question the past in order to reflect on the present and thus to shape the future is lost to a certain extent. Seizing this opportunity means treating and seizing digital education in the sense of disseminating knowledge as something that is not (no longer) traded, but shared – shared in order to shape the future together for the better. At the same time, seizing this opportunity also means raising awareness of a new way of dealing with errors, mistakes, failure, … In concrete terms, it is necessary to establish a digital educational culture that addresses development potential and attaches great importance not to success but to experimentation, since only the latter always provides new lessons.

Nowadays, the success of education, both for the institution and its actors on both sides of the desk, is measured largely by how well different facets of “skills” are conveyed. What is meant here is the extent to which specialist knowledge can be repeated and methodological knowledge applied. Moreover, the current educational system focuses on the search for geniuses who pave the way for new technical innovations. Evolution has shown, however, that this was not exactly conducive even in the days of the primeval nomadic peoples. Geniuses produce groundbreaking new inventions, but are hardly able to pass on the knowledge of their development or use to their community. More important, but far less appreciated in our educational system, are the imitators. They are the ones, however, who promote social innovations (in the sense of new behaviors) in their community, which make it possible for technical/methodological knowledge to spread within a community and be shared with other communities, thus ultimately having a transformative effect on society.

Der Beitrag Not for school, not for our lives, but for our common future do we learn erschien zuerst auf ZUKUNFT.unternehmen.