Flat World Speech

Humans by nature never stop learning; we undertake learning at different stages of our lives and acquire skills and competences in variety of areas. These learning may have been certified (by an academic or educational body) whilst others are not certified learning through work, social and leisure time activities. Recognising

He explains these lessons to us by breaking them down into two types of knowledge, fast knowledge and slow knowledge. By doing this, he hopes to create a more aesthetic, spiritual, and social environment in our lives. Previously when I attended Edwardsville High-school, they had many technology training oriented classes that I didn’t find appealing in the least and often slept during. Being able to be more spiritually, and socially interactive within the classroom has always been an education requirement of mine. Therefore, I agree with Professor David Orr when he says that our focus shouldn’t be primarily on high-tech

But without college how will I learn anything of any account to teach others?” (150).

The lessons the world offers and the ones you take away from a classroom are very much related. They both shape you in the best way possible but it is up to you retain and take out of it. There is a chance to learn everywhere you go it is up to you to take

The educator and learner are both vital to the learning process in order to perform new ways that enable them to see the real world as their field of experience

Education plays a vital role in this era. I support that education should not only be focused on books but also on critical sense and practical knowledge. Students should be able to experiment with the technological advancement and its outcomes.

Education as a whole has been the key to the future and provides to the students with skill that they could not get anywhere. The new age has clearly shown us that education is a vital ingredient for a person’s future. Education has shown that one who studies further has a better lifestyle and will be highly respected, but what education cannot do is offer everyone the opportunity to succeed. Only a few students can take advantage of education; because if suddenly

Yet even with these realizations that delve into the deeper meaning of education, modern education is still calling for simple measurable outcomes and continues to be geared towards specific employment ideas. This model of education is blatantly inadequate though. Many students today will end up holding jobs not yet invented in fields not yet discovered, so the teaching of answers to today’s questions is utterly useless. Albert Einstein once said, “Education is not the learning of facts, but the training of the mind to think.” and this statement reigns true throughout time. To continue academic success, the education system needs to impart a mastery of one’s own mind that allows students to not only answer current questions but also to pose questions that will shape the future world.

A Stronger Focus on Application of Knowledge and Skills: This is about the need of today’s learner to acquire knowledge that is are relevant and can be applied in global issues like problem solving, creativity, communication, interpersonal skills, curiosity, innovation, and others.

Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded upon. (Swinburne Online, 2016)

Constantly learning and growing in our lifetime, allows us to gain an understanding of the world around us. Analyzing, admiring and reaching for what the world has to offer, we are able to

Learning is on a continuum that does not stop but constantly changes and develops for both teachers and students. Learning is more than memorizing facts; it is about

Economic realignment, evolution of technology, changing demographic trends and new ways of living and working are radically altering how education providers operate. These trends may be gradual but they are also powerful trajectories of change that have the potential to thrust education institutions, companies, governments and societies into freefall. The change heralded by these megatrends lies beyond our direct control but not beyond our influence. By getting a picture of how the world is changing and what these megatrends are, we can alter our destiny and remain viable and thrive in the future. Not only can we understand our market threats, but more importantly we can identify business opportunities and it is those institutions that recognise global trends and plan for a changing world that will be the market leaders of the future.

To be successful in the next decade, individuals will need to anticipate and navigate a rapidly changing view of skill requirements. They will increasingly need to reassess the skills they need and quickly put together the right resources to develop and update these. Workers in the future will need to be adaptable lifelong learners. Educational institutions at the primary, secondary, and post-secondary levels, are largely responsible for student 's training and preparation as the future workforces. The competencies are changing and educational institutions should consider how to adapt quickly in response. Some changes might include placing additional emphasis on developing skills such as critical thinking, analysis capabilities, integrating new-media literacy and the ability to collaborate and work in groups.

This intermingling of cultures and social differences causes a change in the attitudes and outlooks of society. The levelling up of living standards in our economy has created a greater sense of human dignity and freedom replacing an earlier and traditional view of inferiority. Opportunities for education, leading to promotion at work are richer and more varied. Universal education has enhanced individuals' view of the world and has created an awareness of the stream of events in other parts of the world. Which up to 1900 was prerogative of perhaps one fifth of the population. (K.G. Collier, 1959:33)