Learning and Knowledge Implications for Educational Settings

Question: Discuss about the Implications for Educational Settings. Answer: The complexity of innovation through shared value have predominantly established from knowledge exploration. According to Bolstad et al., (2012), the present age of knowledge has reorganized the standard economic development model, which comprises of bureaucratic management hierarchies and natural resource exploitation. With the progress of time, innovation has made the life of individuals quite simplistic and in this 21st century, potential cluster of theories, beliefs, ideas and practices have led to embed future-oriented learning and teaching at the whole-system level. However, I believe individuals at present just acts as the spectators and they do not learn well. Learners just act as the passive listeners of knowledge pieces, which are shared to them. While considering the viewpoint of Leuthardt, (2014), it has been found that a new hypothesis has been proposed, which indicates that innovation is only possible when individuals exchange knowledge through learning. So, I believe that one can gain knowledge just from continuous learning otherwise exponential proportion of information exchange rate will get hampered. Therefore, the important role of knowledge in learning cannot be overestimated, as without learning knowledge cannot promote. According to Gilbert, (2005), a learner must acquire knowledge from traditional modes such as the curriculum subjects and demonstrate those in assessments. On the other hand, Alexander, (2006) pointed out that in the 21st century, learners must circumvent practical life situations through which new solutions against problems can be gained outside education-driven modes. For example, an individual who has gained theoretical knowledge of career development might not able to implement those in real-life scenarios until and unless practical-world driven critical circumstances are experienced. A learner, who has the ability to listen actively, can act proactively by applying knowledge acquired from learning real-world challenges. Therefore, I believe for new learning situations learners can bring significant changes only if they have learned well. While discussing about the outcome of knowledge, it is quite sure that the concepts and principles will continue to develop overtime and by nurturing and cultivating the values of knowledge one can share more information among each other especially in educational institutions. Gilbert, (2005) pointed out that instead knowledge must be used as the source though which future learning can be ensured. Therefore, I believe knowledge can never be considered as a product but it is the accumulation of ideas that will be nurtured with the progress of time and will help in managing future pedagogical models. References Alexander, P. (2006). Psychology in learning and instruction. Upper Saddle River, New Jersey: Pearson. Chapter Four. The nature of knowledge and the process of knowing (pp. 63 - 87). Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Hipkins, R (2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Wellington, NZ: Ministry of Education. Chapter 5: A curriculum that used knowledge to develop learning capacity (pp. 31 - 38). Gilbert, J. (2005). Catching the knowledge wave? The knowledge society and the future of education. Wellington, NZ: NZCER Press. Chapter 4: Where to from here? New ways of thinking about knowledge and learning (pp. 67-97). Leuthardt, E. (2014). Why is the world changing so fast? The rate at which people exchange ideas drives social and technical revolutions. https://www.psychologytoday.com/blog/mind-blender/201403/why-is-the-world-changing-so-fast.