Chatrooms

Education and research

We need a new education and research paradigm that helps us to live, work and shape our societies. Current education systems often sideline knowledge emerging from culture and artistic exploration. Are we not becoming poorer in the process if we disregard the contribution of arts and humanities? In times of flux, different critical and artistic stances are needed more than ever - not only in schools, but for a lifetime. How can we break down traditional discipline silos and transition to a STEAM paradigm, putting arts and sciences in dialogue? How can we develop a more holistic approach within research, rather than focussing on solutions as the only valid outcome? How should we respond to ever-increasing amounts of information? And what is the contribution of culture and the arts to these processes?

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  • The time is running up and we still have so much to discuss!! Our last SPOTLIGHT starts in 20 minutes and we have a guest from the D66 in the Netherlands. Anyone who would like to tell us about a good project that is successful in your country and could be upscaled to the EU level?

  • A new paradigm requires a rethink of how communities become engaged in a creatve led  conversation about participation in commissioning and taking part in arts and cultural activities.  It's important to start to have a more consensual platform about societal  arts and culture   that all organisations in a given region  can buy into and adopt.  Arts and culture lead the regeneration of some inner cities  such as Coventry (UK City of Culture 2021) but whether arts and culture are a democratic force and create permission and  right of access for all is more questionable.

  • It has been underlined throughout the day many times that Erasmus+ needs to become more inclusive. The Commission is also working very hard to make the future programme less "elitist".

    What are concrete measures and actions that contribute to the increased inclusion in the next programme? How to make sure that the wide variety of vulnerable tract groups are equally covered? Where exactly to allocate the increased budget?

    • We need to accompany the disadvantaged learners. We can not expect that people from remote areas will move around Europe with the same ease as the others. So the resources should go to the networks who support the new learners we want to reach during the application - implementation - and aftermath (how to best use the experience) 

  • MEP candidate Jan Cornillie (S&D) says that in Europe "we are trained to reproduce knowledge", and that individual differences and talents should be nurtured.

    How can contemporary education and learning adapt to the needs of the individual, including those with disabilities? 

    • To say that in Europe "we are trained to reproduce knowledge" is a very broad statement that from my experience in many European schools for Higher Art Education is simply not true. The ESG (European Standards and Guidelines for Quality Assurance in Higher Education) emphasize the importance of employing a "student-centered approach" to teaching, learning and assessment (in all subjects), which gives students a voice and agency in their education. Many Art Schools in Europe have developed very good practices concering student-centered learning and it would be valueable to recognize this strength of European Art education and support it. 

  • I would like to bring to the top an interesting point made further down in the conversation about the kind of goals we might want to consider when we are thinking about what we want education to achieve. Do you agree? And what would this mean for how we teach? How would you define a contemporary “learning environment” and “educator” in trying to reach these goals?

    "goals should be connected to the three different 'spaces': personal development, societal development and economical development, and more in balance than we have nowadays in education. Today the economical role is to big in education, as if we grow up to be an economical source in society, as if we live to work (instead of working to live)."

    (Thanks to Ronald Kox from LKCA for this well-phrased point!)

    • I think teaching&learning (especially in Higher Arts Education) is very good at fostering personal development and considering and and enhancing societal impact of creative work. I think the onus is also on the other side of education, the policy makers and funding bodies, to (a) recognize and value this and (b) develop metrics and indicators which adequately catch these results. It is relatively easy to ask gradutes what they earn (i.e. adress the economical sphere), it is not easy at all (but very necessary) to think about how we can adequately assess and measure personal development and societal impact.

    • Work could also be "calling"... what if we neither live to work nor work to live. We should do work that we enjoy ;-)

  • With the rate of change in society seeming to become ever faster, with categories of jobs falling away and other types of jobs becoming available, how do we ensure that people can continue to develop the skills they need throughout their careers? And what will they need to facilitate them in doing this?

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