Abstract: It is time to reframe our thinking, change our words and move beyond a number. We should not limit ourselves to "educating the 21st century" but rather expand our reach and focus on "educating the new humanity."
Parents are faced with an enormous task in raising today’s child. The increasing economic burdens, the changing family structure, the additional demands on time, and the concerns of a safe environment all contribute to the challenge of raising a child.
As society has become more complex and parents’ roles are challenged, so too are the roles of teachers.
Teachers have been trained to educate a child’s mind. Teachers now find themselves not only dealing with the child’s mind – the academic needs – but also with the child’s physical, social, emotional and spiritual needs. Furthermore, many parents are relying on teachers to provide answers to help develop these needs.
Parents and teachers are not the only ones responsible for educating our children. We have come to realize the important role that businesses and communities play in the education of our children. Their support and commitment towards education helps to shape our future.
Unfortunately today’s educational system has been scrutinized not only by many stakeholders in education, but also by our communities at large. Education has become a national concern. The diminishing level of confidence in our educational system has put education and schools “under the microscope.”
At this time it is no longer constructive to criticize our educational system without beginning to offer help. There is an earnest search by parents, educators and all stakeholders in education for child-focused and developmentally appropriate resources that support children in becoming successful, independent, loving, compassionate, cooperative, happy, balanced and contributing members of our world. This quest has led to a focus on “21st century skills” which has led to the emergence and development of The Partnership for 21st Century Skills (P21). The P21 website[1] mission statement says that it is “To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders.” It goes on to say the following:
Every child in the U.S. needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders. This can be accomplished by fusing the 3Rs and 4Cs.
There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces.
To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by fusing the 3Rs and 4Cs:
-The 3Rs include: English, reading or language arts; mathematics; science; foreign languages; civics; government; economics; arts; history; and geography.
-The 4Cs include: critical thinking and problem solving; communication, collaboration; and creativity and
innovation.
I too would like to offer my help. It’s my humble contribution to our children, youth, adults, educational system and future. I don’t think it is asking for too much. Here goes… I respectfully and passionately ask those who embrace an interest in infusing our youth with “21st Century Skills” to reframe their thinking and to think bigger. Think beyond the limits of a number that represents a particular century. Yes, think bigger. Instead of limiting our vision on educating the 21st century, I suggest we transform our thinking, reframe our semantics and talk about educating the new humanity.
Educating the new humanity focuses on global peace and cooperation rather than competition. Educating the new humanity focuses on moving from the “me” to “we.” Educating the new humanity focuses on the development of the whole child and the whole person—one who is nurtured and supported in all areas: physical, cognitive, social, emotional and spiritual—so that he/she may become an, independent, responsible, resilient, healthy, happy, kind, gracious, balanced, empathetic, compassionate, cooperative, collaborative and contributing member of the world. Educating the new humanity is about providing all people with quality educational practices and developmentally appropriate resources and support that awaken and guide them as they discover the importance and explore the wonders of love, service and beauty as a means to respecting and helping themselves, others, and the world.
Yes, I would like to offer my help by encouraging and challenging all of us to reframe our thinking, change our words and move beyond a number. Let’s not limit ourselves to educating the 21st century but rather expand our reach and focus on “educating the new humanity.” It may just seem like a matter of semantics, but it’s not. It's transformative.
[1] www.p21.org
Parents are faced with an enormous task in raising today’s child. The increasing economic burdens, the changing family structure, the additional demands on time, and the concerns of a safe environment all contribute to the challenge of raising a child.
As society has become more complex and parents’ roles are challenged, so too are the roles of teachers.
Teachers have been trained to educate a child’s mind. Teachers now find themselves not only dealing with the child’s mind – the academic needs – but also with the child’s physical, social, emotional and spiritual needs. Furthermore, many parents are relying on teachers to provide answers to help develop these needs.
Parents and teachers are not the only ones responsible for educating our children. We have come to realize the important role that businesses and communities play in the education of our children. Their support and commitment towards education helps to shape our future.
Unfortunately today’s educational system has been scrutinized not only by many stakeholders in education, but also by our communities at large. Education has become a national concern. The diminishing level of confidence in our educational system has put education and schools “under the microscope.”
At this time it is no longer constructive to criticize our educational system without beginning to offer help. There is an earnest search by parents, educators and all stakeholders in education for child-focused and developmentally appropriate resources that support children in becoming successful, independent, loving, compassionate, cooperative, happy, balanced and contributing members of our world. This quest has led to a focus on “21st century skills” which has led to the emergence and development of The Partnership for 21st Century Skills (P21). The P21 website[1] mission statement says that it is “To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders.” It goes on to say the following:
Every child in the U.S. needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders. This can be accomplished by fusing the 3Rs and 4Cs.
There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces.
To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by fusing the 3Rs and 4Cs:
-The 3Rs include: English, reading or language arts; mathematics; science; foreign languages; civics; government; economics; arts; history; and geography.
-The 4Cs include: critical thinking and problem solving; communication, collaboration; and creativity and
innovation.
I too would like to offer my help. It’s my humble contribution to our children, youth, adults, educational system and future. I don’t think it is asking for too much. Here goes… I respectfully and passionately ask those who embrace an interest in infusing our youth with “21st Century Skills” to reframe their thinking and to think bigger. Think beyond the limits of a number that represents a particular century. Yes, think bigger. Instead of limiting our vision on educating the 21st century, I suggest we transform our thinking, reframe our semantics and talk about educating the new humanity.
Educating the new humanity focuses on global peace and cooperation rather than competition. Educating the new humanity focuses on moving from the “me” to “we.” Educating the new humanity focuses on the development of the whole child and the whole person—one who is nurtured and supported in all areas: physical, cognitive, social, emotional and spiritual—so that he/she may become an, independent, responsible, resilient, healthy, happy, kind, gracious, balanced, empathetic, compassionate, cooperative, collaborative and contributing member of the world. Educating the new humanity is about providing all people with quality educational practices and developmentally appropriate resources and support that awaken and guide them as they discover the importance and explore the wonders of love, service and beauty as a means to respecting and helping themselves, others, and the world.
Yes, I would like to offer my help by encouraging and challenging all of us to reframe our thinking, change our words and move beyond a number. Let’s not limit ourselves to educating the 21st century but rather expand our reach and focus on “educating the new humanity.” It may just seem like a matter of semantics, but it’s not. It's transformative.
[1] www.p21.org
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