Education: Difference between revisions
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Ensure literacy.<ref>{{#cite:Q2074}}</ref> | Ensure literacy.<ref>{{#cite:Q2074}}</ref> | ||
Prepare individuals for professional activities and | Provide opportunities for personal development, notably in development of character, morality, and critical thinking capacity.<ref>{{#cite:Q2126}}</ref> | ||
Promote awareness on health and personal well-being, both of oneself and others.<ref>{{#cite:Q2101}}</ref> | |||
Prepare individuals for professional activities as well as social and civil obligations.<ref>{{#cite:Q2075}}</ref><ref>{{#cite:Q2100}}</ref> Notably, ensure that they: | |||
* Possess a common core of knowledge, (FR: un socle commun de connaissances),<ref>{{#cite:Q2104}}</ref> | |||
* Know how to use technology,<ref>{{#cite:Q2103}}</ref> | |||
* Are capable of learning continuously through out their life, notably to keep up with evolving society, economy, and technology.<ref>{{#cite:Q2105}}</ref> | |||
Cultivate the initiative and team spirit of each person, notably through sport and other physical activities.<ref>{{#cite:Q2075}}</ref> | Cultivate the initiative and team spirit of each person, notably through sport and other physical activities.<ref>{{#cite:Q2075}}</ref> | ||
Promote the development of individual aptitudes and equal access to culture through art education, both of its history and practice.<ref>{{#cite:Q2102}}</ref> | |||
==== For the society ==== | ==== For the society ==== | ||
Contribute to equality in opportunity for each person, improve social cohesion and reduce social inequality.<ref>{{#cite:Q2074}}</ref> | Contribute to equality in opportunity for each person, improve social cohesion and reduce social and gender inequality.<ref>{{#cite:Q2074}}</ref><ref>{{#cite:Q2100}}</ref> | ||
Cultivate respect of the human dignity, liberty of conscience and secularism.<ref>{{#cite:Q2074}}</ref> | Cultivate respect of the human dignity, liberty of conscience and secularism.<ref>{{#cite:Q2074}}</ref> | ||
Promote cooperation between individuals.<ref>{{#cite:Q2074}}</ref> | Promote cooperation between individuals.<ref>{{#cite:Q2074}}</ref> Reduce delinquency.<ref>{{#cite:Q2100}}</ref> | ||
Ensure that each member of the society has the scientific knowledge and general culture necessary to understand the challenges humanity faces, such as in the field of environment, health, society, and economic, and collective actions undertaken to tackle those challenges, such as practices of sustainable development.<ref>{{#cite:Q2075}}</ref> | Ensure that each member of the society has the scientific knowledge and general culture necessary to understand the challenges humanity faces, such as in the field of environment, health, society, and economic, and collective actions undertaken to tackle those challenges, such as practices of sustainable development.<ref>{{#cite:Q2075}}</ref> | ||
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According to Estonian minister of education [[Person:Kristina Kallas|Kristina Kallas]], the human brain has two cognitive modes: a lower mode, for memorisation, understanding, and application, and a higher mode, for critical evaluation, drawing lateral connections, and applying learnt knowledge to new, unfamiliar scenarios. Generative artificial intelligences, currently most of which based on statistical models, are increasingly good at the former, but lack capacity for the latter. Therefore, she asserts that education in the age of AI must more and more on the higher mode tasks, as well as how to effectively resolve lower-mode tasks with the help of AI.<ref>{{#cite:Q2027}}</ref> | According to Estonian minister of education [[Person:Kristina Kallas|Kristina Kallas]], the human brain has two cognitive modes: a lower mode, for memorisation, understanding, and application, and a higher mode, for critical evaluation, drawing lateral connections, and applying learnt knowledge to new, unfamiliar scenarios. Generative artificial intelligences, currently most of which based on statistical models, are increasingly good at the former, but lack capacity for the latter. Therefore, she asserts that education in the age of AI must more and more on the higher mode tasks, as well as how to effectively resolve lower-mode tasks with the help of AI.<ref>{{#cite:Q2027}}</ref> | ||
Kallas's perspective is echoed by professor Amy Bruckman of [[Collective:Georgia Institute of Technology|Georgia Institute of Technology]], who maintains that it is a losing battle to try to ban AI from education. Students need to learn how to collaborate with AI, as regardless of ethical and environmental debates, generative artificial intelligences are only going to get stronger and become more widely adopted.<ref>{{#cite:Q2108}}</ref> | |||
Latest revision as of 11:19, 10 October 2026
Access
Around the world, access to education is highly unequal.
According to UNICEF, in 2026, nearly 1 in 6 school-aged children does not go to school, and more than 6 out of 10 children worldwide cannot read and understand a simple text by the age of 10.[1]
Purpose
According to French law
For the individual
Ensure literacy.[2]
Provide opportunities for personal development, notably in development of character, morality, and critical thinking capacity.[3]
Promote awareness on health and personal well-being, both of oneself and others.[4]
Prepare individuals for professional activities as well as social and civil obligations.[5][6] Notably, ensure that they:
- Possess a common core of knowledge, (FR: un socle commun de connaissances),[7]
- Know how to use technology,[8]
- Are capable of learning continuously through out their life, notably to keep up with evolving society, economy, and technology.[9]
Cultivate the initiative and team spirit of each person, notably through sport and other physical activities.[5]
Promote the development of individual aptitudes and equal access to culture through art education, both of its history and practice.[10]
For the society
Contribute to equality in opportunity for each person, improve social cohesion and reduce social and gender inequality.[2][6]
Cultivate respect of the human dignity, liberty of conscience and secularism.[2]
Promote cooperation between individuals.[2] Reduce delinquency.[6]
Ensure that each member of the society has the scientific knowledge and general culture necessary to understand the challenges humanity faces, such as in the field of environment, health, society, and economic, and collective actions undertaken to tackle those challenges, such as practices of sustainable development.[5]
For the nation
Teach the language, culture, and values of the nation and promote sense of citizenship.[2]
According to specialists in education
Foster creativity
Sir Ken Robinson, former professor of art education at Warwick university and advisor to the UK government on education, emphasises that creativity is now as important as literacy. According to him, the world is 'engulfed in a revolution' of rapidly evolving technologies, and there is no way to pre-train children for future scenarios, as no one today can predict decades into the future. Therefore, education must focus on fostering creativity, empowering children to create new solutions for new problems of tomorrow.[11]
Education and AI
According to Estonian minister of education Kristina Kallas, the human brain has two cognitive modes: a lower mode, for memorisation, understanding, and application, and a higher mode, for critical evaluation, drawing lateral connections, and applying learnt knowledge to new, unfamiliar scenarios. Generative artificial intelligences, currently most of which based on statistical models, are increasingly good at the former, but lack capacity for the latter. Therefore, she asserts that education in the age of AI must more and more on the higher mode tasks, as well as how to effectively resolve lower-mode tasks with the help of AI.[12]
Kallas's perspective is echoed by professor Amy Bruckman of Georgia Institute of Technology, who maintains that it is a losing battle to try to ban AI from education. Students need to learn how to collaborate with AI, as regardless of ethical and environmental debates, generative artificial intelligences are only going to get stronger and become more widely adopted.[13]
- ↑ United Nations. (2026). 10 key numbers on education. UNICEF. https://www.unicef.fr/article/les-10-chiffres-cle-de-leducation-des-enfants-dans-le-monde/
- ↑ ↑ ↑ ↑ ↑ L111-1 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ L131-1-1 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ L121-4-1 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ ↑ ↑ L111-2 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ ↑ ↑ L121-1 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ L-122-1-1 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ L121-7 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ L122-5 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ L121-6 of Code de l’éducation. (n.d.). In Code de l’éducation.
- ↑ Robinson, K. (2007). Do schools kill creativity? | Sir Ken Robinson | TED. In TED. https://youtu.be/iG9CE55wbtY
- ↑ Kallas, K. (2026). When AI Knows Everything, What Should Humans Learn? | Kristina Kallas | TEDxUniversity of Tartu. In TED. https://youtu.be/44St9MoJU0E
- ↑ Bruckman, A. (2026). Reinventing Teaching After The Introduction Of AI | Amy Bruckman | TEDxWeber School Youth. In TED. https://youtu.be/sI6LBouiIZo