Building a New "Paradigm"
"Nouvelle Compréhension”

 

 


The first modern education paradigm, from which we inherited our present schooling system from was made possible by the technology of the book and was set against the backdrop of European Renaissance. This first paradigm didn’t just evolve, mature and flower in the European context but it from this context that many school systems today have derived their essence.

You will notice on the Second Paradigm graph that the horizontal axis is not to scale. By setting the horizontal axis to scale the presentation of the first and second education paradigms looks considerably different as in the diagram which follows.

If we examine the first education paradigm we can see that where the slope of the efficiency increase was at its greatest there is a good correlation between this and the period of time we refer to as the Renaissance period. This is far from coincidental.

During the period of time when change in the efficiency of the new teaching and learning, book-based environment (the first modern education paradigm), was at its greatest we would also expect to see a rising capability within the teaching and learning environment to evolve new ideas and new concepts. The increase in the slope of the efficiency line tells that we will see an explosion of potential as long as four key parameters are in place. These key parameters which intersected at this point in time were:

[1] An openness and honesty in regard to intellectual pursuits

[2] The technology of the book providing the impetus for a new education paradigm.

[3] A significant increase in the number of “researchers” (musicians, artists, scientists, philosophers . . .) combined with the capability of the researchers to work collaboratively.

[4] An increased access to the research tools required to creates new theoretical frameworks.

If there is to be a second Renaissance period based around the technology of the Internet in each of these four parameters must be evident.

Contributing Factor
First [modern] Education Paradigm
Second [modern] Education Paradigm

An openness and honesty in regard to intellectual pursuits.		 The influence of the church over what could be investigated/researched decreased dramatically and openness and honestly, while not perfect, improved dramatically The drive for new knowledge and understanding is increasingly coupled with an ethical underpinning which ensures that the pursuit of new knowledge and understanding does not threaten our very existence. Faith, values, ethics and principles provide a critical consciousness behind our drive to know and understand. The fine balance between recklessness and openness to new ideas is always being tested and adjusted.
Technology responsible for the increase in knowledge disbursement.

The invention of the printing press lowering the cost of books and increasing their number coupled with distribution channels and increase in the number of people who could read.

The technology of the book signalled a quantum leap in the democratisation of knowledge.

The development of the Internet providing a fantastically rich resource and communication environment at fraction of the traditional cost of information.

The development of the Internet signalled a quantum leap thousands of times greater than that of the book and democratising of knowledge.
Increase in the numbers of “researchers” and their collaboration.

Sponsorship by patrons of intellectuals in the arts and sciences in particular. Suddenly, people were provided with the luxury of having time to think and reflect on ideas.

Transport links between countries and cities via sail and carriage coupled with knowledge of others via the technology of the book.

With over 80 percent of all scientists, artists musicians philosophers, technologists . . . . which have ever lived being alive today, research institutions, schools, businesses and philanthropic organisations sponsor more people to “think” than ever before.

With e-mail, blogging, Skype, chat, videoconferencing, podcasting. . . . the Internet has dramatically increased the capability of anyone, anywhere, any time to collaborate with anyone else, anywhere, any time at almost no cost.
Increase in the access to research tools. The application of new paints, new musical instruments and scientific tools resulting in quantifiable as well as philosophical testing of ideas. Technological growth and the potential of new ideas to become new research instruments quickly via “market forces” and government sponsorship increases dramatically. The cost for these tools is steady and access to them has dramatically increased to the point where almost everyone can be a researcher.

 

Any subsequent Renaissance period will require a quantum leap in all these areas and the comparative effect of these quantum leaps are thousands of times greater.