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4. Meeting the Technological Challenge 98.

To enable young people to make their way with confidence in a world that is being shaped by technologies which are evolving more quickly than at any time in history. New technologies are transforming our lives, and the pace of innovation is accelerating. Creative and cultural education are essential in meeting this challenge in two ways. First, education must enable young people to engage positively with information technologies: to know how to use them, and to represent their potential in creative thinking and training. We have argued that creative processes are purposeful and that they involve growing control over tools and materials. New technologies are providing new means for creative thinking and achievement and new forms of access to ideas, information and people. Young peopleÕs command of new technologies will be enhanced by experiencing them as tools for creative achievement: rather than as ends in themselves. Second, education must enable young people to explore and be sensitive to the impact of new technologies on how we live, think and relate to each other: that is sensitive to their cultural implications. For this reason, we have argued for a central place in the curriculum for the arts and humanities for those disciplines which not only use new technologies, but which are directly concerned with understanding cultural experience, difference and change.


There is a third point to emphasise. It has been estimated that the store of human knowledge is doubling every ten years. However this is estimated, it is clear that we are witnessing an exponential growth in knowledge and information on a scale that is unprecedented, and, for all earlier generations, unimaginable. This expansion is set to accelerate. One result is an increasingly intense form of specialisation in all disciplines: a tendency to know more and more about less and less. This specialisation is necessary. But the risk is that we will lose sight of the larger picture Ă‘ of how ideas connect, and can inform and contextualise each other. Maintaining a balance between depth and breadth of learning is a major challenge for teaching and curriculum design. In these circumstances young people need more than access to information and ideas: they need ways of engaging with them, of making connections, of seeing principles and of relating them to their own experiences and emerging sense of identity. Meeting the Challenge

NACCCE report


ken robinson et al 1999_all our futures  

All Our Futures: Creativity, Culture and Education Report to the Secretary of State for Education and Employment the Secretary of State for...