Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 38-40
Author(s):  
Kenji Tanahashi
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Graduate School ◽  
International Baccalaureate ◽  
Educational Programme ◽  
Japanese Education ◽  
Global View ◽  
Human And Social Sciences ◽  
Key Skills ◽  
Global Peace

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.

scholarly journals Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

Impact ◽  
2021 ◽  
Vol 2021 (2) ◽  
pp. 22-24
Author(s):  
Kenji Tanahashi
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Graduate School ◽  
International Baccalaureate ◽  
Educational Programme ◽  
Japanese Education ◽  
Global View ◽  
Human And Social Sciences ◽  
Key Skills ◽  
Global Peace

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.

Implementing Theory of Knowledge in a Non-IB Immersion Context

2021 ◽  
pp. 1-17
Author(s):  
Carl Vollmer
Keyword(s):  
High School ◽  
Critical Thinking ◽  
21St Century ◽  
International Baccalaureate ◽  
Central Element ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Theory Of Knowledge ◽  
Immersion Program ◽  
Curriculum Practices

In recent years, Japan has made a significant push in expanding the International Baccalaureate (IB) into schools across the country. The goal of spreading the implementation of the IB curriculum in Japan goes beyond learners in IB programs. The value of IB curricula can also be beneficial in contexts outside the IB, although some adjustments to implementation might be needed. Theory of knowledge (TOK) is a central element of the IB and furthers the development of critical and thinking skills. This study is situated in a high school immersion program in Japan that has TOK as part of its curriculum for the 2nd and 3rd years of the program. TOK has been found to be beneficial to the learners in the program, but there are also challenges of implementing the IB curriculum in a non-IB context. These issues will be explored through discussion of classroom and curriculum practices. Through this chapter, teachers and researchers alike can understand the benefits of TOK, and the importance of critical thinking skills in the 21st century.

Kecakapan Hidup Abad Ke-21 dalam Tokoh Utama Dongeng Jawa Timur Kajian Antropologi Sastra

2020 ◽  
Vol 13 (2) ◽  
pp. 168
Author(s):  
Rian Damariswara
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Fairy Tales ◽  
Life Skills ◽  
Fairy Tale ◽  
Good Life ◽  
The Other ◽  
Main Character ◽  
Data Source ◽  
Creativity And Innovation

ABSTRAKTokoh utama dalam dongeng Jawa Timur memiliki sisi lain yang perlu diungkap. Sisi lain tersebut, yakni kecakapan hidup yang dimiliki tokoh utama dalam menyelesaikan masalah yang dihadapinya. Kecakapan hidup tersebut, memiliki relevansi dengan kecakapan hidup di abad ke-21. Jadi, dengan menganalisis kecakapan hidup tokoh utama secara otomatis peneliti dan pembaca dapat mengetahui bahwa tokoh-tokoh dongeng yang terdapat di Jawa Timur memiliki budaya hidup yang baik untuk dijadikan contoh dan motivasi.Untuk mengungkap kecakapan hidup abad ke-21 pada tokoh utama dongeng Jawa Timur menggunakan kajian antropologi sastra.Penelitian ini termasuk deskriptif kualitatif. Sumber data adalah teks dongeng Jawa Timur. Teknik yang digunakan adalah studi dokumenter. Kecakapan hidup abad ke-21 yang ditemukan pada dongeng Jawa Timur sebagai berikut. Pertama, berpikir kritis dan pemecahan masalah. Semua tokoh utama dalam dongeng memiliki pemikiran kritis sehingga dapat memecahkan masalah. Kedua, kreativitas dan inovasi yang ditemukan yakni jenis pengembangan dan sintesis. Inovasi pengembangan yang ditemukan adalah adanya alat bajak sawah dari batu menjadi kayu dan ditarik sapi serta dapat dipergunakan sebagai sarana hiburan. Alat tersebut diberi nama karapan sapi.  Inovasi sintesis adalah menggabungkan segala sesuatu yang dimiliki untuk dijadikan sesuatu yang baru. Seperti pada dongeng Asal Mula Reog Ponorogo,yakni menggabungkan kepala tokoh Singabarong dengan burung merak sehingga dinamakan reog ponorogo. Ketiga, kolaborasi antaranggota dan pemimpin dengan bawahan. Keempat, komunikasi yakni berupa diskusi, pengarahan, berkeluh kesah, dan perintah.Kata kunci: Kecakapan hidup abad ke-21, Tokoh utama, DongengABSTRACTThe main character in the East Java fable has another side that needs to be revealed. The other side, namely the life skills possessed by the main character in solving the problems they face. Life skills, have relevance to 21st century life skills. Therefore, by analyzing the life skills of the main characters automatically the researcher and reader can find out that the fairy tale figures in East Java which have a good life culture to be used as an example and motivation. To uncover 21st century life skills in the main characters of the East Javanese fable, the study of literary anthropology is used. This research is descriptive qualitative. The data source is the text of a fairy tale in East Java. The technique used is documentary study. The 21st century life skills found in the East Java fable are as follows. First, critical thinking and problem solving. All the main characters in fairy tales have critical thinking so they can solve problems. Second, the creativity and innovation found are types of development and synthesis. Development innovation that was found was the existence of a rice plow from stone to wood and pulled by cows and could be used as a means of entertainment. The tool is named Karapan Sapi. Synthesis of innovation is to combine everything that is owned to be something new. As in the fable of Reog Ponorogo, which combines the head of the Singabarong character with a peacock so it is called Reog Ponorogo. Third, collaboration between members and leaders with subordinates. Fourth, communication in the form of discussion, direction, complaints, and orders.Keyword: 21st century life skills, The main character, Fairy tale

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

Global Citizenship Education (GCED) in The Digital Era: The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace?

2021 ◽  
Author(s):  
Nezha El Massoudi ◽  
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Gender Equity ◽  
21St Century ◽  
Peace Education ◽  
Global Citizenship ◽  
World State ◽  
Research Fields ◽  
Global Peace ◽  
National Analysis

Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of people representation, the act of being a citizen. If such struggles arise even within states’ borders, needless to say, building a global citizenship feeling of belonging may prove difficult, requiring exceptional efforts and a strong driver, such as education, leaning on an innovative approach. Peacebuilding through education to global citizenship is one of the pillars of the United Nations 2030 Agenda. In this regard this work is directly relevant to the Sustainable Development Goal 4.7 (Education for sustainable development and global citizenship, and the promotion of a culture of peace and non-violence), an indicator building a basis for decision-making and institutional frameworks, reflecting on citizen political involvement on a local/global level, leaning on the tryptic pattern of foundation/adaptation/integration. GCED could be one of the strongest peace advancement tools to think globally and act locally, by integrating emotional intelligence, creating a common shared value, tackling climate change and gender equity, as women are often in the frontline of rising challenges. This work will investigate and analyze the paradigms of GCED in peacebuilding using a cross-national analysis within the framework of digital humanities and peace studies research fields. KEYWORDS: peace, education, peacebuilding, digital citizenship, emotional intelligence, critical thinking, global security, 21st century skills, peacetech, innovation, empowerment

scholarly journals Strategi Meningkatkan Kompetensi 4C (Critical Thinking, Creativity, Communication, & Collaborative)

2021 ◽  
Vol 14 (1) ◽  
pp. 41-52
Author(s):  
Partono Partono ◽  
Hesti Nila Wardhani ◽  
Nuri Indah Setyowati ◽  
Annuriana Tsalitsa ◽  
Siti Nurrahayu Putri
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Extracurricular Activities ◽  
21St Century ◽  
Overseas Schools ◽  
The Future ◽  
Qualitative Descriptive ◽  
Verbal Data ◽  
Descriptive Method

Tujuan dari penelitian ini untuk mengetahui strategi dalam meningkatkan kompetensi 4C (Critical Thinking, Creativity, Communication, & Collaborative). Kompetensi 4C sangat diperlukan di masa mendatang dalam mencari tenaga kerja karena persaingan semakin ketat. Banyak juga tugas-tugas yang seharusnya dilakukan oleh manusia tetapi tergantikan dengan robot. Hal tersebut dikarenakan pada abad ke-21 ini perkembangan teknologi semakin pesat. Sehingga perlu ada keterampilan yang tidak dimiliki oleh robot yaitu keterampilan kompetensi 4C. SIDH (Sekolah Indonesia Den Haag) merupakan salah satu sekolah Indonesia luar negeri yang sangat memperhatikan kompetensi 4C. Pada sekolah tersebut selalu berupaya untuk meningkatkan kompetensi 4C dengan berbagai strategi. Dengan cara diskusi saat pembelajaran, mengikuti ekstrakulikuler, dan bekerjasama dengan pusdatin. Meningkatkan kompetensi 4C di SIDH juga dapat melalui melalui pembelajarn PAI. Pada penelitian ini menggunakan metode diskriptif kualitatif. Metode ini memberikan data berupa data verbal. Teknik pengumpulan data yang digunakan yaitu wawancara dengan guru di SIDH yaitu Safreni Candra Sari dan Ponco Handayawati melalui media aplikasi zoom dan dokumen yang diperoleh berupa gambar atau foto yang menunjukkan beberapa kegiatan di SIDH. Strategies to Improve 4C Competencies (Critical Thinking, Creativity, Communication & Collaborative)The purpose of this research is to find out strategies to improve 4C competence (Critical Thinking, Creativity, Communication, & Collaborative). 4C competence is needed in the future is looking for workers because the competition is getting tougher. There are also many tasks that should be done by humans but are replaced by robots. This is because in the 21st century the development of technology is increasingly rapid. So there need to be skills that robots don't have, namely 4C competency skills. SIDH (Sekolah Indonesia Den Haag) is one of the Indonesian overseas schools that pays attention to 4C competencies. The school always tries to improve 4C competence with various strategies. For example, through discussions during learning, taking extracurricular activities, and collaborating with Pusdatin. Improving 4C competence at SIDH can also be done through learning PAI. This study using a qualitative descriptive method. This method provides data in the form of verbal data. Data collection techniques used were interviews with teachers at SIDH, namely Safreni Candra Sari and Ponco Handayawati through the zoom application media and documents obtained in the form of pictures or photos showing some of the activities at SIDH.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

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