235
Improving the educational institute system
has to be started with the fundamental reformation of educational institutes. According to one
idea, this transformation could be triggered by
the exponential increase of knowledge. It is experienced already today that the shelf life of knowledge is becoming gradually shorter, and thus
education as practiced today is going to be pointless because by the time the student finishes
school, a large part of his/her knowledge would
be outdated. But what shall be the renewed vision
for education look like?
It may be truism but the transformation and
development of the society depend on future generations. This is true even if members of older
generations recognise the new direction of development and define new tasks. These tasks can be
solved only if the new generation accepts them
and the direction and is willing to take the steps
required by change. Change requires agreement
of the majority of the society.
Change roots in education. A generation with
fundamentally different ways of thinking, abilities and competencies can be educated only in
schools teaching fundamentally different material on the basis of fundamentally different methods compared to today’s practice. It is not enough
therefore to achieve the target set by Transforming
Our World 2030, elementary and secondary education for all children. The content of education
for the new generation is just as important.
At the same time, it has to be considered that
basic human characteristics have remained
unchanged for thousands of years. It is also true,
however, that humanity is getting an increasingly
deep insight of human nature and the mechanism
of human thinking. This process helps forming
the new way of thinking and the new abilities of
the future generation. The theory of multiple
intelligences of Gardner (1983) revealed that not
only one form of mental abilities exists (most
often referred to as IQ) but several. Based on
Gardner (1983) eight types of intelligence can be
identified:
• linguistic,
• logical-mathematical (commonly this is
referred to as IQ),
• musical,
• spatial, (creative intelligence experienced
with artists is classified here),
• naturalist,
• bodily-kinaesthetic,
• intrapersonal and
• interpersonal intelligence.
The above types of intelligence are not connected to each other. Maybe someone has an outstanding musical talent but is very unskillful in
sports or has poor stereopsis. It is an important
statement of Gardner (1983), however, that successful life requires at least two types of intelligence. Handy (2015) emphasises that creativity
has to be more than just one form of spatial intelligence. According to him, it includes imagination as well that may succeed in any field of life.
In Handy’s opinion, intrapersonal (understanding
ourselves) and interpersonal (understanding others) intelligence are the most important in life
and in work while little attention is paid to them
in most educational institutes. According to the
authors of the present book, comprehensive international development of interpersonal intelligence is essential for solving global social and
environmental problems. It has to be noted, however, that this target will not be achieved solely
by using modern communication tools, personal
meetings and positive examples of adults are
vastly important.
In the school types prevailing today, generally
emphasis is placed on the development of two
intelligence types: linguistic and logicalmathematical. This means that most schools cannot make children prepared for social life that is
becoming increasingly complex.
A fundamental question is that what primary
aims could be set for modern education if sustainable societies are to be founded. In the opinion of the authors, we have to start from the
elements missing today from the knowledge,
abilities and behaviour norms of the members of
the current society.
The authors think that Handy is right in that
interpersonal intelligence (understanding others)
is at a very low level in a society based on individual success. The authors also consider this as
6.2 SDG: Renewing Education in a Bit More Detail
Improving the educational institute system
has to be started with the fundamental reformation of educational institutes. According to one
idea, this transformation could be triggered by
the exponential increase of knowledge. It is experienced already today that the shelf life of knowledge is becoming gradually shorter, and thus
education as practiced today is going to be pointless because by the time the student finishes
school, a large part of his/her knowledge would
be outdated. But what shall be the renewed vision
for education look like?
It may be truism but the transformation and
development of the society depend on future generations. This is true even if members of older
generations recognise the new direction of development and define new tasks. These tasks can be
solved only if the new generation accepts them
and the direction and is willing to take the steps
required by change. Change requires agreement
of the majority of the society.
Change roots in education. A generation with
fundamentally different ways of thinking, abilities and competencies can be educated only in
schools teaching fundamentally different material on the basis of fundamentally different methods compared to today’s practice. It is not enough
therefore to achieve the target set by Transforming
Our World 2030, elementary and secondary education for all children. The content of education
for the new generation is just as important.
At the same time, it has to be considered that
basic human characteristics have remained
unchanged for thousands of years. It is also true,
however, that humanity is getting an increasingly
deep insight of human nature and the mechanism
of human thinking. This process helps forming
the new way of thinking and the new abilities of
the future generation. The theory of multiple
intelligences of Gardner (1983) revealed that not
only one form of mental abilities exists (most
often referred to as IQ) but several. Based on
Gardner (1983) eight types of intelligence can be
identified:
• linguistic,
• logical-mathematical (commonly this is
referred to as IQ),
• musical,
• spatial, (creative intelligence experienced
with artists is classified here),
• naturalist,
• bodily-kinaesthetic,
• intrapersonal and
• interpersonal intelligence.
The above types of intelligence are not connected to each other. Maybe someone has an outstanding musical talent but is very unskillful in
sports or has poor stereopsis. It is an important
statement of Gardner (1983), however, that successful life requires at least two types of intelligence. Handy (2015) emphasises that creativity
has to be more than just one form of spatial intelligence. According to him, it includes imagination as well that may succeed in any field of life.
In Handy’s opinion, intrapersonal (understanding
ourselves) and interpersonal (understanding others) intelligence are the most important in life
and in work while little attention is paid to them
in most educational institutes. According to the
authors of the present book, comprehensive international development of interpersonal intelligence is essential for solving global social and
environmental problems. It has to be noted, however, that this target will not be achieved solely
by using modern communication tools, personal
meetings and positive examples of adults are
vastly important.
In the school types prevailing today, generally
emphasis is placed on the development of two
intelligence types: linguistic and logicalmathematical. This means that most schools cannot make children prepared for social life that is
becoming increasingly complex.
A fundamental question is that what primary
aims could be set for modern education if sustainable societies are to be founded. In the opinion of the authors, we have to start from the
elements missing today from the knowledge,
abilities and behaviour norms of the members of
the current society.
The authors think that Handy is right in that
interpersonal intelligence (understanding others)
is at a very low level in a society based on individual success. The authors also consider this as
6.2 SDG: Renewing Education in a Bit More Detail