In Engaged and Engaging Science: A Component of a Good Liberal Education, Judith A. Ramaley & Rosemary R. Haggett (Association of American Colleges and Universities Winter 2005 peerReview) claim:
Increasingly, capacities such as cognitive flexibility, creativity, knowledge transfers, and adaptability are becoming the new basic skills of an educated generation.
They’re arguing that science is part of this, and that it needs to be taught in meaningful and engaging ways. I can’t agree more that our curriculum needs to stop focusing on rote knowledge, and start addressing on learning to learn. And, of course, I can’t agree more that making it engaging is the way to get learners meaningfully involved.
Later on, they talk about “the convergence of the disciplines…; the growth of multidisciplinary interest in the science of learning and the
availability of deeper understandings of how people learn; the capacity to model dynamic systems.” Again, absolutely!
I note that Jay Cross says, in his aInformal learning blog, “Senge was right on the mark when he trumpeted the need for systems thinking in The Fifth Discipline.” He heard me mention systems thinking back at the eMerging eLearning Conference in Abu Dhabi in November that he got me invited to. I can’t say I contributed (he cites Verna Allee, who I agree has got a lot going on in her value network stuff), but I’m glad to hear more voices talking about the necessity of systematic model-based reasoning as a core skill to cope with the increasing need for the capability to deal with novel problems, and continuous innovation.