Lifelong education was developed in Europe in the 1970's. A learning society arises when principles of adult education are properly deployed. Vertical integration concerns learning throughout the lifespan. Horizon...Lifelong education was developed in Europe in the 1970's. A learning society arises when principles of adult education are properly deployed. Vertical integration concerns learning throughout the lifespan. Horizontal integration requires education to occur in informal and nonformal as well as familiar formal settings. Democratization demands the dismantling of barriers that impede access to education and involvement of learners in the design and management of their own education. Chinese citizens have always learned from a broad array (of not just educational settings). The initiative to build 61 "learning cities" demonstrates a genius for adapting western ideas. China has already transcended some limitations of European ideas about lifelong education. However, because of ageism, the obsession with formal education and need to navigate within the contours of the party-state, building a learning society faces special challenges. In China, as elsewhere, universities are not leading these initiatives. They need to become more flexible and open.展开更多
In this paper we introduce the e-society cognitive approach based on the social agent. The social Agent is e-learning oriented. The e-society cognitive platform may consider different fields like e-learning, e-health,...In this paper we introduce the e-society cognitive approach based on the social agent. The social Agent is e-learning oriented. The e-society cognitive platform may consider different fields like e-learning, e-health, e-commerce, e-medicine, and e-government. In this paper we will introduce the e-society platform. The e-society platform supports the educational and pedagogical aspects. The e-society is based on the agent technologies. The social agents offer impressive, meaningful and several features as autonomy, manage ne-gotiation, and make decision. The e-society cognitive platform consists of three main layers: social agents, beliefs, and tools for application layer. The goal of the e-society platform is to increase the perceiving of the transportation education in the school.展开更多
The convergence of telecommunications and computer science, the realization of computer-based networks and the integration of languages, by overcoming space and time constraints, gave rise to the globalization process...The convergence of telecommunications and computer science, the realization of computer-based networks and the integration of languages, by overcoming space and time constraints, gave rise to the globalization process and to the development of the knowledge society. We are facing a true revolution that is based on the multiplication of knowledge and its corresponding applications, but also on the knowledge codification, memorization and knowledge transfer. The challenges that educational institutions, and the University in particular, are called to face are linked to the fact that classrooms or lecture halls are no longer the only places where one can follow study courses： anybody from anywhere, if he has the required technological equipment and the appropriate materials can build his own environment to carry on his own educational and self-learning process. This is the reason why we need to identify new models of university and psycho-pedagogic theories allowing for the development of new Internet-based teaching and learning models by carrying on research work. This paper describes the university model proposed by International Telematic University UN1NETTUNO, rapidly become acknowledged at an international level.展开更多
《学会生存——教育世界的今天和明天》和《教育——财富蕴藏其中》是20世纪后半叶国际社会的两个重要的教育报告,对二战后世界发展新格局背景下教育、社会、人三者的关系进行了讨论,其核心就是教育应该如何发展的问题。《学会生存》的...《学会生存——教育世界的今天和明天》和《教育——财富蕴藏其中》是20世纪后半叶国际社会的两个重要的教育报告,对二战后世界发展新格局背景下教育、社会、人三者的关系进行了讨论,其核心就是教育应该如何发展的问题。《学会生存》的英文标题Learning to Be其本质含义就是认识自己、成为自己,而其主语包括国家、教育、人(个体)。Learning to be就是要通过“教育如何成为他自己”来解决“国家如何成为他自己”“个体如何成为他自己”的问题。在教育改革的宏观层面,要遵循教育自身的发展规律,处理好教育与社会(国家)的关系,让教育的力量弥散到整个社会而不仅仅是作为一个社会子系统,即建设学习型社会;在教育改革的微观层面,要杜绝完全的“拿来主义”,体现教育中的文化自信,重视来自教育系统内部的革新力量。展开更多
文摘Lifelong education was developed in Europe in the 1970's. A learning society arises when principles of adult education are properly deployed. Vertical integration concerns learning throughout the lifespan. Horizontal integration requires education to occur in informal and nonformal as well as familiar formal settings. Democratization demands the dismantling of barriers that impede access to education and involvement of learners in the design and management of their own education. Chinese citizens have always learned from a broad array (of not just educational settings). The initiative to build 61 "learning cities" demonstrates a genius for adapting western ideas. China has already transcended some limitations of European ideas about lifelong education. However, because of ageism, the obsession with formal education and need to navigate within the contours of the party-state, building a learning society faces special challenges. In China, as elsewhere, universities are not leading these initiatives. They need to become more flexible and open.
文摘In this paper we introduce the e-society cognitive approach based on the social agent. The social Agent is e-learning oriented. The e-society cognitive platform may consider different fields like e-learning, e-health, e-commerce, e-medicine, and e-government. In this paper we will introduce the e-society platform. The e-society platform supports the educational and pedagogical aspects. The e-society is based on the agent technologies. The social agents offer impressive, meaningful and several features as autonomy, manage ne-gotiation, and make decision. The e-society cognitive platform consists of three main layers: social agents, beliefs, and tools for application layer. The goal of the e-society platform is to increase the perceiving of the transportation education in the school.
文摘The convergence of telecommunications and computer science, the realization of computer-based networks and the integration of languages, by overcoming space and time constraints, gave rise to the globalization process and to the development of the knowledge society. We are facing a true revolution that is based on the multiplication of knowledge and its corresponding applications, but also on the knowledge codification, memorization and knowledge transfer. The challenges that educational institutions, and the University in particular, are called to face are linked to the fact that classrooms or lecture halls are no longer the only places where one can follow study courses： anybody from anywhere, if he has the required technological equipment and the appropriate materials can build his own environment to carry on his own educational and self-learning process. This is the reason why we need to identify new models of university and psycho-pedagogic theories allowing for the development of new Internet-based teaching and learning models by carrying on research work. This paper describes the university model proposed by International Telematic University UN1NETTUNO, rapidly become acknowledged at an international level.
文摘《学会生存——教育世界的今天和明天》和《教育——财富蕴藏其中》是20世纪后半叶国际社会的两个重要的教育报告,对二战后世界发展新格局背景下教育、社会、人三者的关系进行了讨论,其核心就是教育应该如何发展的问题。《学会生存》的英文标题Learning to Be其本质含义就是认识自己、成为自己,而其主语包括国家、教育、人(个体)。Learning to be就是要通过“教育如何成为他自己”来解决“国家如何成为他自己”“个体如何成为他自己”的问题。在教育改革的宏观层面,要遵循教育自身的发展规律,处理好教育与社会(国家)的关系,让教育的力量弥散到整个社会而不仅仅是作为一个社会子系统,即建设学习型社会;在教育改革的微观层面,要杜绝完全的“拿来主义”,体现教育中的文化自信,重视来自教育系统内部的革新力量。
