Educational priorities in a post pandemic world
DOI:
https://doi.org/10.15503/jecs2021.2.5.11Keywords:
education, key competences, educational priorities, schoolAbstract
This article attempts to bring together the most important educational priorities which should be taken into consideration when planning education in a world recovering from a pandemic. Some of the priorities discussed here should have already been taken into account during the 20th century, whilst others are completely new and result from changes that have come about in the 21st century, such as increased arrogance, ignorance, authoritarianism, educational insecurity, contempt for nature, confusion and the promotion of the lies under the name of post-truth .
The authors propose a holistic approach to the education process, focused on priorities. In turn, the definition of those priorities should result from the most important problems that affect humanity.
Downloads
References
Applebaum, A. (2020). Twilight of Democracy: The Seductive Lure of Authoritarianism. New York: Doubleday Books.
Benda, J. (1928). The Treason of the Intellectuals. New Brunswick and London: Transaction Publishers.
Błaszczyński, K. (2013). Zmierzch bogów – o zasadności likwidacji habilitacji i profesury w Polsce i krajach europejskich [The twilight of the Gods – on the validity of the abolition of habilitation and professorships in Poland and European countries]. Ogrody Nauk i Sztuk(3), pp. 54-63.
Harari, Y. N. (2018). 21 Lessons for the 21st Century. New York: Spiegel & Grau, Jonathan Cape.
Kocev, P., Kondrla, P., Králik, R., Roubalová, M. (2017). St. Clement of ohrid and his activities in Macedonia, Konstantinove Listy, 10(2), 88–97.
Kobylarek, A., Jakubowska, L., & Błaszczyński, K. (2021). Potrzeby szkoleniowe w zakresie kompetencji kluczowych osób dorosłych. Andragogy Adult Education and Social Marketing, 1(1).
Meighan, R., & Harber, C. (2007). A Sociology of Educating . London-New York: Continuum International Publishing Group.
Plavčan, P. (2019). The comparison of PISA educational results with gross domestic product in member states of European Union. CBU International Conference Proceedings(7).
Plavčan, P. (2020). The comparison of PIRLS, TIMSS and PISA educational results in member states of the European Union. Proceedings of CBU in Social Sciences(1), pp. 191-195.
Reykowski, J. (2020). Disenchantment with Democracy: A Psychological Perspective. Oxford University Press.
Sokal, A., & Bricmont, J. (1998). Fashionable Nonsense: Postmodern Intellectuals Abuse of Science. New York: Picador.
Śliwerski, B. (2018). Habilitacja. Diagnoza Procedury Etyka Postulaty. Kraków: Impuls.
Wojciszke, B., & Rotkiewicz, M. (2018). Homo nie całkiem sapiens. Sopot: Smak Słowa.
Wolfe, A. (1996). The Feudal Culture of the Postmodern University. The Wilson Quarterly, 20(1), pp. 54-66.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Aleksander Kobylarek; Peter Plavčan, Taher Amini Golestani
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
