L’Assemblée Générale des Nations Unies (2015), dans son quatrième objectif de développement durable (ODD4), et la Commission internationale sur « Les futurs de l’éducation » (2020) considèrent l’éducation comme un « bien commun » de qualité, fondé sur l’équité, l’inclusion et la solidarité, assurant un apprentissage tout au long de la vie pour l’épanouissement individuel et collectif. Cette fin
In 1985, we published the two Most Memorable Articles of the year in the American Journal of Physics, raising the alarm over common sense beliefs about physical systems and phenomena that interfere with students’ learning of science and that continue until these days to plague science education like a terminal cognitive pandemic. Critical factors to
Five modalities of differential convergence that may be deployed in the context of any curriculum, including discipline-based curricula, are proposed in a systemic perspective. These are, in increasing order of cohesiveness and productivity, pluridisciplinarity, multidisciplinarity, interdisciplinarity, crossdisciplinarity, and transdisciplinarity, with the last two as ultimate modalities for secondary school and university respectively. Download Full Text
Students are empowered for excellence in life under systemic curricula that mandate competencies and systems in the form of learning outcomes spelled out in accordance with SCE taxonomy that resolves certain critical issues in Bloom’s taxonomy. … Download Full Text … Systemic Cognition and Education Taxonomy of Learning Outcomes Systemic Cognition and Education (SCE) is
This working paper provides a sketch for a number of publications on Systemic Cognition and Education (SCE), its foundations, and its applications in curriculum development and student and teacher education. It proposes, from an educator’s viewpoint, an overall perspective on mind, brain, and education (MBE) that lays the ground for SCE as a generic pedagogical
هذه المقالة عربون تقدير للزملاء والأصدقاء الذين تكرّموا بالتعبير عن آرائهم حول مقالة سابقة تتعلّق بالامتحانات الرسميّة، وبالتطرّق إلى أمور نعالجها من خلال اقتراح مرتكزات لتطوير الشهادات، والمناهج، والنظم التربويّة، وذلك في إطار سعينا الدؤوب للاصلاح المصداق للتربية.
In response and appreciation to all colleagues and friends who reacted to a previous post on conventional exit exams, this post outlines major premises for revamping educational diplomas, curricula and systems, as part of our drive for authentic reform of education.
لِبَناتنا وأبنائنا الحق بتربية تفتح لهم آفاق الحياة المعاصرة الواسعة، ولا تقيّدهم بزواريب امتحانات مدرسيّة ورسميّة محدودة الصلاحيّة والآفاق. قليلة هي الأبحاث العلميّة التربويّة المتعلّقة بمصداقيّة الامتحانات الرسميّة وصلاحيتها (صحّتها، أمانتها، فعاليّتها…)، وتأثيرها على الطلبة (والتلامذة من مختلف الأعمار) والمعلّمين وغيرهم من المعنيّين بالشأن التربوي، وعلى الوطن بقطاعاته المختلفة. إلّا أن ما يُعرَف عن هذه
Appeared in Naharnet on March 30, 2016 under the title: Time to abolish the Lebanese Brevet and Baccalaureate exams as we know them http://www.naharnet.com/stories/en/205893 The Lebanese Brevet and Baccalaureate exams (as they are still commonly known) have been around for quite awhile that most people are taking them for granted. Very little research has been
High stakes exams have been around for quite awhile that most concerned people are taking them for granted. These exams come in a variety of forms and scales, and serve diverse purposes like end of program certification, entrance to particular university programs, or induction into certain professions. Research from around the globe shows that high
