This week, we’re looking at knowledge, skills and jobs in a future London. How has the pandemic affected education, and what lessons can we take from it in the future? How can we continue to attract and retain talent in an era of virtual working, and how will increasing digitisation augment learning and social justice?
Join special guests Prof Allison Littlejohn (Professor and Director of the UCL Knowledge Lab, IOE), Lalage Clay (Director of Education and Talent at London & Partners) and Diana Beech (CEO at London Higher) as they discuss the opportunities and advantages that London has to offer for students, residents and employers, its history and influence… and its indefinable magic.
www.ucl.ac.uk/ucl-minds/podcasts…/s1-ep5-transcript
7
7/26/2021
The university and academics’ central knowledge production role is under threat. Most knowledge consumed by the general public is consumed online. Whether neatly packaged as TED Talks, “Big Ideas,” explainer articles and videos or livestream “debates” and “seminars” on a loop, that’s how most people learn about the world of ideas. It has also sadly resulted in “my truth,” particularisms and the move away from universal struggles for a better world. The university is increasingly privatized and knowledge has to be “practical.” Journals are behind paywalls with the contents and politics increasingly obscured. Africa and scholarship about Africa are not exempt: they have been ground zero for some of these calamities. What can we learn from the African case and what futures beckon?
287
3/12/2021
In the age of robots and artificial intelligence, what kind of education will young people need to prosper, and can our current curriculum and testing regime deliver it?
There's a lot of talk at the moment about robots and artificial intelligence and how they are bringing about a 'fourth industrial revolution' in which occupations and the labour market, right up to the top professions like medicine and law, will be transformed.
The debate over whether schools should focus first and foremost on developing pupils' knowledge or pupils' skills is a long-running one; do current technological advances add a new dimension to that debate? Is it time for a more radical rethink of what and how we teach, or can a classic 'liberal education' - introducing children to 'the best that has been thought and said' in science and culture - continue to conquer all?
#IOEDebates
16
12/6/2019
In recent years ideas about education have polarised: on one side are those stressing facts and disciplines; on the other, those committed to the encouragement of learners to make their own meaning.
By offering a fine-grained account of pedagogic practice and subject knowledge, recent developments in philosophy provide a means of reconfiguring the issue in a manner that transcends this simple opposition.
Professor Jan Derry draws on the work of the neo-Hegelian philosopher Robert Brandom, termed 'inferentialism', to re-examine questions concerning knowledge that has preoccupied teachers, educational researchers and policy makers. Considerations about the nature of knowledge and understanding involve conceptions of mind, meaning, and activity.
Common conceptions are challenged by adopting a Vygotskian approach to both pedagogic practice and knowledge, one that emphasises the significance of normative constraints for both teachers and learners.
1123
6/4/2018