Why We Teach

Why We Teach

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In these countries, outsider parties have had large increases in support for their populist and controversial political campaigns. And while most of these parties have not achieved a full grip on power, it is a cause for concern that radical right-ring candidates are getting votes and being taken seriously.

The changing context for Holocaust education

This is increasingly worrying given that direct intolerance of others is being advocated by powerful world leaders. Parallels between this growth of far-right parties can be seen in our recent history. And the political unrest, inequalities, lack of employment opportunities and fragmented societies — the sort of conditions that helped the Nazis get into power all those years ago — are alarmingly similar to the current situation in Europe. It is therefore timely and important that young people continue to develop an understanding of the consequences of these ideologies and develop a moral compass.

One way this can be done is by taking students to these historical sites and memorials to gain a full insight as to what it was like live through horrific events such as the Holocaust. Our ongoing research suggests that by visiting emotional sites such as Auschwitz, it may help students to become more morally and socially aware of the consequences of exclusionary policies.

And that it also helps to foster a sense of responsibility among young people — and assist in the development of their emotional and interpersonal life skills. This is vitally important, because we have found that some university educated students have a real lack of knowledge and understanding of the Holocaust — and recent political events — despite having this information at their fingertips. In this way then, universities and schools have an obligation to educate and develop the moral and social awareness of young people.

Importance of remembering

And there is a real need to preserve Holocaust sites such as Auschwitz for future generations to learn from. Young people today are the future leaders of the world tomorrow — so it is vital that we ensure these atrocities of the Holocaust are not repeated. This is why young people need to be exposed to these historical events. And now is the time to promote tolerance and an understanding of others.

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Because otherwise, how else can they truly understand the potentially dire consequences of exclusion, division and lack of tolerance of others. Pets in Victorian paintings — Egham, Surrey.

The history of pets and family life — Egham, Surrey. Available editions United Kingdom. Michael Richards , Dr. The inscription on the gate to the Auschwitz concentration camp Poland: Shutterstock This is increasingly worrying given that direct intolerance of others is being advocated by powerful world leaders. A student that begins primary school today will graduate from university in the mids and their career will last through or beyond.

Yet, in most schools you visit in , you see teachers teaching the exact same subject matter as they taught in Debates about the future of education centre on changing how we teach, to embrace technology in the classroom, but there is almost no debate about changing what we teach. Any discussion of the future of work should go hand-in-hand with a discussion of the future of curriculum.

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Problem-solving, creative thinking, digital skills and collaboration are in greater need every year yet are not taught in our schools. Even when schools teach digital skills, they focus on how to use technology — how to create a document or a presentation — rather than how to create technology.

Some of the topics we teach today will no longer be essential in the s: We are faced with the challenge of redefining a foundational education to keep up with the evolution of skills required to solve problems, innovate and succeed. But, as a society, we are failing to meet that challenge and consequently failing to adequately prepare the next generation for the future.

Why schools should teach the curriculum of the future, not the past

To prepare all students with the creative, collaborative and digital problem-solving skills of the future, schools must teach computer science as part of the core curriculum. Computer science is not just about coding. It is also about computational thinking, interface design, data analysis, machine learning, cybersecurity, networking and robotics. Education leaders should discuss removing aspects of the curriculum of to make room for the curriculum of Our schools should teach the curriculum of the future, not just the curriculum of the past. Already, many countries have begun to embrace computer science as part of their national curriculum.

In the US, 44 states have changed policies to recognize computer science as part of the academic core.

Beyond the US, more than 25 countries have announced plans to expand school-day access to computer science. Teaching computer science in schools may sound intimidating but it is an idea that generates hope. It inspires teachers and engages students.

Countries such as Brazil, Chile and Nigeria are building plans to tackle these challenges and the rest of the world should follow suit. The future of work may be uncertain but there is one thing that is absolutely clear:

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