Creating value and differentiation is the key for 21st century learners

Collaborative – Working on different projects in different groups understanding the strength and weakness of others and self as individuals

Societal Integration – helping students to take part in social communities not just in the neighbourhood but globally

Student centered – A one-size-fits-all model driven by text books doesn’t work, it has to focus on individual's needs

Contextual - Content enabled by technology that meets variety of topics and learning styles

Thanks Miranda for this question

May be the values ​​is important and fundamental issues in the 21st century

May take a new turn is the system of values ​​which have been the focus previously

to keep up with modern developments such as: commitment, honesty , challenge, cooperation and acceptance of difference In thought and pluralism in diverse facets. Accept the loss as win

On the other hand we need in the 21st century to accept ourselves

Owning tender value and providing assistance to each others and another

Thanks Ibrahim. Personally I think that universal (international) values are all important. In my mind, they are important for all learners, for all time. Do you agree?

I wish all Muslim friends a happy day today. We call it 'Awal Muharam' in Malaysia.

Thanks Miranda Yeoh

really, I appreciate your open minded, and your looking for the international values

which play the important role in the human progres, peace, and cooperation with each others in order to the future generations.

I deeply agree that all over the world there is a system of values create the consistency between peoples and nation.

thank you again for your intrest of your Muslim friends in 'Awal Muharam' this is the name in the Muslim World, we say in Muslim nation, for each other in 'Awal Muharam' "Kul amm Wa Antom Bekhare" in arabic spilling as " Happy new year" in English

.

I can say that for you Dear Miranda Yeoh " Kul amm Wa Antom Bekhare"

i.e. : I hope for you , your collegues and family every Year in: Good health, happiness and pleasure, ..., " but in arabic have more deep meaning

Ibrahim

Values arise from evaluation; evaluative consciousness is purely one's own. Do you really think it prudent to erect some system of constructs, some sort of approved consensus map and drill it into the wee lambs? Whose set gets "blessed"? Is education about imprinting such sets, or in dispelling such sets for the sake of freedom in thinking? Given the exchange so far, perhaps the problem inflicted on the Islamic world by Algazel and his -- admirers? Imitators?

Additional values for the 21st century are steadfastness in achieving positive results, dedication, and respect for others. We must get away from the idea that trampling others to get ahead is fine as it is not.

Why?

Why not?

Donald, the point you raise is valid. I would tend to believe that humans and possibly other creatures can't help but impose values on everything. If we tried to make everything value neutral we would probably fail, and anyway it would be completely artificial, and follow some sort of trajectory leading to values of some sort eventually anyway. I would be interested to see what would happen in such a contrived context. Would we end up with Lord if the Flues or utopia, or as I suspect, somewhere in between as we are now and trying to cobble together a list of those things that MAY result in a better world?

Thanks Sharon, I agree that steadfastness, dedication, perseverance and patience are values needed by a generation that is used to 'instant things'.

Respect for others is also badly needed. I have observed that some young people prefer to interact with their gadgets, rather than to interact with humans. Parents and teachers will have a challenging task to instill these values. It won't be easy, what do you think?

Mark, I get very nervous when "values" are adumbrated. At a very basic level, I can't forget that modern discourse anent values pretty much begins with Max Scheler, and therein begins a tale, the outcome of which suggests a certain legitimacy to circumstantial ad hominem arguments. I also concur in the connection between the extension of what are purely personal evaluations, hence subjectively legit merely, and the evolution of value-totalities, as Arendt makes the case in Origins of Totalitarianism vol. III. To TEACH such things is to be sure one's students will be morally crippled. One has but to consider that such practices are most often commonplace in religiously oriented educational institutions. As Lucretius observes, "Tantum religio potuit suadere malorum. " I am sketching broadly (on the tablet, not ideal for composing...), but you can fill in the gaps?

Donald I guess we are really discussing 2 issues:

* values as entities with their own separate reality vs values as currency for controlling outcomes, and

* whether values (whose?) should be taught at all because of the risk you hint at.

This is not my field of expertise but I am intensely interested in it.

My view is outcomes based. I hold certain belief frameworks (outcomes of education) as of value to me because they are more likely to yield behaviours in society that meet MY personal belief system wrt ethics. I don't 'teach' those explicitly because that smacks of 'should' statements which are counterproductive anyway. As a scientist, who works at a practical level with humans, what I do is try to provide evidence by action of the more desirable outcome using a particular frame of reference (value system). I allow students to infer their own value system from the evidence.

Does that make sense or am I completely off the track you are setting?

So in response to "Tantum religio potuit suadere malorum" I try to avoid it in my own limited way by avoiding should and using an evidence approach to (admittedly) position students. They do however develop their own viewpoints.

I don't see your comments as off the track. Then too, perhaps I am not over-fond of narrow-gauge.... Whatever; a huge topic.

The first bullet is particularly important to me. I had rather sharp discussions with the currrent- and ex-Jesuits at Fordham (long tale, another time) on this. Values for them, as I understood them, were self-existing ideas, in some sense real. Say, an extreme example of Plato's independent ideas (very tentative here, since I don't think that is what Plato was doing, exactly). Thus, for some proponents of evangelical religion (christian, jewish, muslim — I dare say, even buddhist), there are Divine Values, commonly set out in a code. A divine being is the evaluator, and the values are such a being's rules. I confess, my Reformed church tendencies (I particularly like the notion of "total depravity", but that also leads us in other directions...) push me toward such a view. Everything is nicely determined in this best of all possible worlds. Attempts to get around this extreme predestination are legion — Arminius vs. Calvin, and so on. Islam is replete with this (see a very interesting summary paper by Abdur Rashid Bhat at www.muslimphilosophy.com/journal/is-01/freewill.doc), and we will pass over the intrigues of rabbinic scholarship.

But, then I have the problem of the very word "value". Which is prior — noun or verb? If noun, then we are merely analytic in our moral activity. The Values are universal principles, and all particular cases are subsumed under the correct values, which are Eternal (please hear the echo chamber effect here). I cannot see this as consistent with a changing universe, and the notion of critical thinking. [I have commented on this elsewhere; the short version found its way into Wikipedia, but in a garbled form; I think I put up the corrected version.] Change entails, among other things, a failure of principles under which to organize particulars. Critique ("merely" in Kant's word on the subject) suspends the analytic judgment, seeking to discover in the moment its own universal, if you will allow that clumsy formulation. Or, cutting to the chase, it is the verbal form — I value, always a relative assessment, I think — that has priority.

So, perhaps it's not a matter of "versus" here. Rather, it seems to me that outcomes are governed very much by which notion of value — nominal or verbal — has priority.

The second point hits us all to the extent scholarship is fulfilled in some sense in instruction. That is a very difficult notion, since it is currently subject to challenge, at least in my part of the world. [See McCluskey & Winter, The Idea of the Digital University; I am not thrilled with the style, but the basic theses are probably on the mark.]

The way you put the matter is, I think, the correct way: Best to let students learn, rather than to didactically assert things. The extent to which this can be done may be an open question.

I am not at all sure you can avoid "ought" in your classes; I certainly can't in mine — the management classes and the marketing classes, leaving aside the classes in philosophy and ethics. One teaches such things as "business ethics"; is that more than just staying out of jail? One teaches best practices; is that more than just keeping the proles hard at it? Pretty clearly, it's all-of-the-above.

Similarly in the sciences? It seems to me scientific data are in some sense value-free. Schrödinger's kitty is potentially dead or potentially alive (nasty datum, that; full of change-possibilities). Stuff happens. Life gets interesting when those data get interpreted. Formulate the neatest theoretical interpretation (notice: theo-retical; the scientist functions as a sort of surrogate for the Divine); it gets tested. Not for whether the theory is "right" or "produces the desired outcome" — that would be perilous indeed, "bad science" if not downright pseudo-science. Verification is all well and good, but there is also falsification (Popper seems to have won that debate; solid science seems very willing to confront the problem of what-makes-it-false) and the limited robustness of a theory. [You correctly infer from the wiftiness here that philosophy of science was NOT my forte....]

Now, there's a puzzle: In service to the Value of Truth, does one eschew substantive, ideal values in favor of encouraging independent and somewhat ad hoc evaluation? If so, does that lead to another puzzle: Does evaluative consciousness as mainly analytic hinder critical thinking?

So puzzles all over the place. And very real questions in moral philosophy, even the possibility of moral philosophy as "deontology".

Bottom line: I am very nervous when people drag out cut-and-paste values and present them as a totality to be taught. I have seen the problems that arise from this, both as a scholar and as a person. The normal-college evangelism, with its enthusiasms for now this, now that, and its plethora of ill-considered value-totalities, is arguably very much a root cause of the failure of education in the grades. That, at least, is considered-experience

And now, I am going to have breakfast....

Donald, I hope breakfast wa satisfying. Teaching business ethics must give you opportunities for much thought. I remember an anecdote by Gardner ( multiple intelligences) who is researching (or was) ethics in business. In his research he asked young business people whether ethics was important to them. Their response intrigued him. They said ( in general) ' Yes, ethics is important, but not yet. I need to get ahead first. ' I am off topic so more! I 'valued' the discussion and have been led back to critical thinking as the key, combined with EMPATHY. Thanks.

Breakfast: OK.

There is this inexpressibly vulgar notion that people are born with a perfect moral sense and are able to formulate clear and interesting ethical views. Utter twaddle. Go to a meeting of, say, moral theologians or worse, medical ethicists. Absolute incoherence.

I tend to a sort of moral sentiment theory -- utilitarianism in the strict sense of pursuing what is useful. I am increasingly Reformed in my theology (drives my fellow Episcopalians nuts...). I have no special problem with greed. But: For what should I be greedy? In what fashion? Wherein lies my interest? What is truly useful to me? It's kept me at it for 40 years.

If our colleagues in this line had been serious about what they were looking to add to the discussion, they would have included greed among their values. :-D

I just reread my answer : embarrassing typoes.

Anyway, what are your values Donald, and where did they come from? If utilitarian at source, how did you decide the usefulness or otherwise? Taken at face value. this leads back to the law of the jungle, EXCEPT there is evidence of altruism amongst other primates. pour quoi?

Creating value and differentiation is the key for 21st century learners

Collaborative – Working on different projects in different groups understanding the strength and weakness of others and self as individuals

Societal Integration – helping students to take part in social communities not just in the neighbourhood but globally

Student centered – A one-size-fits-all model driven by text books doesn’t work, it has to focus on individual's needs

Contextual - Content enabled by technology that meets variety of topics and learning styles

Thanks for your views, Deepak, and welcome to Research Gate :)

One of my favorite lecture illustrations: Values created by evangelical preachers. E.g.: We need "faaaam-lie valyas" and that includes keepin' them poor sinning perverts from same-sex marriage and teenages raped by their fathers (or arranged-marriage husbands...") from getting abortions and so on. It is assumed (interestingly, by both sides in the arguments), that these values have some sort of independent and objective existence supervening their existence as purely personal judgments.

It is helpful to consider the origin of such family values. Sketching very quickly: In this instance, the values, and more importantly, their objectification and attempted extension as universally valid, true and binding, rests on a peculiar notion in specifically Christian theology. This theology teaches that Jesus will come again, to judge the quick and the dead, and all that jazz. It is our duty (this is VERY Reformed Church stuff, so duty is very much a part of the thinking) to make of this sinful world the most perfect, least sinful place possible, to seek (however impossible it may be) to make this world worthy of Jesus's saving actions -- and all that jazz. So, we must be clear what is expected — we formulate interpretations of God's will for us — and act to compel even those who, not being among God's elect are eternally damned to follow as virtuous a path — laws passed and legal determinations made.

I have yet to find a religion in which some variant of this is not the case. Jews have been legislating Israelite and Samaritan behavior since the days of Nehemiah. In Islam, this started with the rashidun caliphs — whose righteousness did not keep them from imposing the strange ways of tertiary Red Sea cities by the sword. Ashoka legislated buddhist practice (after, of course, having done a really bloody number on his subjects and his family). Secular Authority is no better; examples are legion.

Now, it seems, we are to take the judgments of Millenial Gen normal-college graduates and erect them into a set of Approved Behaviors.

Aside from the fact that it won't work (go read the average 4th grade history book), WHY should some poor sod of a student be compelled to adopt your values? Give me one good reason, why I should adopt your values?

[For Mark: My guiding value for some time has been, sufficient greed to gather sufficient wealth to (1) retire for the probably-not-more-than 10 years I have left, (2) to provide for my companion birds now and after my quite-predictable and much-desired death and (3) to create a space at Birkshire Bird Paradise specifically for those birds I have taken there for care, in one place, where I can see them. That value has no antecedent, so far as I can determine, in the traditions of my house, and only limited connection to the views of Carolyn Heilbron. I do not impose it on others, but I generally drop from my acquaintance those who cannot embrace at least my right to such a value. It is a very specific development of the fundamental concept of Greed as Good, so neatly summarized by Adam Smith in the Theory of Moral Sentiment (look for "Invisible Hand"). Anent "The Law of The Jungle": I am more chimp than bonobo. But you really mean "a state of nature" per Hobbes, and mutatis mutandis, Mo Tzu (see chapter 11 of the relevant text, ideally in Chinese, but Watson's translation is not bad).]

Thanks for the honest answer. But, to test this idea further, It seems to me that there must be other values at play because why else would you bother conversing/ arguing your points on this site? I infer from the tone of your writings that you hold beliefs /values to guide what you write! No battery left in tablet so have to stop NOw.

Tablet batteries: Uh-huh. Miserable to get them replaced, and I seem to recall, only Toshiba's tablets have a hatch. Lots of phones with the same problem. Now, there's a set of values....

Is pulling the collective nose of Academics value-based and of moral significance? Or is it just a way to exercise the little gray cells? Consider: http://www.youtube.com/watch?v=QA-RsCpevK8 vs. http://www.youtube.com/watch?v=9_vYz4nQUcs. The interpretation: http://www.youtube.com/watch?v=3goPOfcu-JI. To be sure, do this and expect a cup of poison. See the early Socratic dialogues. Or consider the fate of Hypatia. Driven by values? Really? O, I really don't think so; to start with, evaluative consciousness is late-modern.

Beliefs are not values. They arise differently. And just to make the whole thing more complex, there is the nasty possibility that, despite all the moaning and groaning from various quarters, the whole discussion is obsolete. These folks think their students will drink deeply from the pool of professorial wisdom and embody it. From what I can see, the best of them (anyway...) are monumentally unimpressed with the twaddle they're handed in class.

Rightly so.

True but from some views of brain processing, our beliefs arise from experiences moderated by values which are adapted using a feedback mechanism in an experimental iteration. Those values may be conscious, articulated or hidden from ourselves. As an aside, I discovered at some point that my father held two opposing beliefs about aboriginal people in Australia. He would consciously voice negative racist statements from the dominant discourse yet in face to face situations he was genuinely caring and reasonable and would give a job to an indigenous person without question. It was ckear that he held opposing beliefs that he had never rationalised. I agree that values aren't of any deep purpose and that they are (probably) just functional in the sense of the description of processing I began with.

You (Donald) do not just say any old thing in an argument and you do not lie in your argument (I think) therefore you are processing from a perspevtive of some values beyond that which you articulated.

PS as I agreed earlier. It is NO good proselytizing but instead provide experiences (back to my original statement) from which they will draw ideas that will feedback to their values.

Thanks for your sharing. But I have a feeling (intuition) this topic is not exhausted.

@Mark, all the best to you. When it's time to retire, it's good to know that you have made a mark for education in your community and in our global village :)

Simply, teaching students how to ask is much more important than teaching them how to answer...

Curiosity, respect, humility & open-mindedness!

http://www.flickr.com/photos/85210325@N04/11487549683/

Honesty, Integrity & sincerity makes the progress in the society.

To be honest and faithful in all of your work is the most important for any progress in any society

Hatem,

What about the other two i.e. Integrity & sincerity.You don't comment on these two.

Always say what you really think, but politely. If you do not agree, always propose a feasible alternative.

God fearing , sincerity , believing in hard work , respect for nobler values , tolerance

Endurance: probably they will be fired if they are not 'good boys and girls'

Insistence: sometimes you have to pass many years in the 'desert' before the 'oasis'

Selflessness: when you die you don't get anything with you!

No more optimization: mercy with maximizing profits!

Accessibility: somebody to tell the prestigious scientists that their unreadable papers will go to garbage later...

2. Equip students with up-to-date technological skills... Not always I think. Teach how to find a solution with less should also be educated, I think, otherwise we get spoiled students. The environment of education might be quite different from the professional environment, so teach them to be plastic.......

"God fearing" I don't know. "God loving", maybe? But God should be a topic reserved for adults when capable of making such decisions. Inculcating "blind faith" in irrational ideas & concepts may not help a curious mind be "open". God is a mature subject that many grown up adults have trouble with, worldwide. God has no place in education except to make kids aware of other points of view and as a part of the human history curriculum. God should be reserved and taught at home by the family & parents. Education should include civic and moral instructions. My opinion!

Conservation of water,electricity and forests etc should be given top priority. Importance of natural resources and their estimates, environmental economics, hands-on experience with cost-benefit analysis needs to be taught to people concerned..Important skills are urgently required at a time when environmental changes are being driven by a diversity of economic factors all over the world.

How to use technology in self-learning is very important.

Amidst the multitude of distracting influences in the present fast-paced world, 21st century learners should be made to learn WHAT NOT TO LEARN.

My father always said that it was possible to learn even from a thief, how not to get robbed. Knowledge itself is not good or bad but the lack of moral training to distinguish the mutually beneficial ones, is tricky. Morality & ethics is the back-bone of any society. In many fields of study these issues such as morality, ethics, people skills and the "common good" are explored seldom other than extra-curricular. Unless imposed by governments as "communism" then its motivation is significantly diminished due to tyranny invariably.

Teaching students how to learn effectively is also an important factor. As my friend Feroz may say, "judicious use of knowledge"!

In addition to honesty and cooperation, truthfulness may perhaps be included.

Dear Miranda

In recent years, for example, the periodic table became larger with the recognition of new chemicals. Likewise, the Portuguese curriculum was updated after the language gained other spelling rules. The need changes, however, is not limited to the specific contents of the subjects. According to scholars of education, students need to develop 21st century skills and abilities that were not as important 50 years ago, but are now essential.

In addition to the formal knowledge of mathematics, Portuguese and Biology, students should be able to: questioning, oral and written communication, entrepreneurship, research sense, teamwork and emotional control

Ravi is right. The initial value for 21st c. learners must be a work ethic. Technological learning devices undermine this ethic. Therefore, stress it from the outset, and machines will be put in their place. Another value should be a balance between modesty and a pride in one´s own strengths A third value should be a cultivation of intellectual curiosity and openness to new information.

For 21st century learners, I feel we must teach them first of all to be a good human being/ citizen, dedication, sincerity and respect/love for others, including nature, . Because, rest of education, qualities, specialities etc will follow automatically as per the intellectual level, preferences, thought process, ..... of the individual learner.

Dear Miranda

In recent years, for example, the periodic table became larger with the recognition of new chemicals elements. Likewise, the Portuguese curriculum was updated after the language gained other spelling rules. The need changes, however, is not limited to the specific contents of the subjects. According to scholars of education, students need to develop 21st century skills and abilities that were not as important 50 years ago, but are now essential.

In addition to the formal knowledge of mathematics, Portuguese and Biology, students should be able to: questioning, oral and written communication, entrepreneurship, teamwork and emotional control

I respect a man with honesty , sincerity and hard working great compared to educated polished elite - To be sincere is what is needed

Thank you friends for all your interesting posts, for expanding my views :))

I shared this question yesterday about 5 pm, and I restrict myself to sharing just 1 or 2 in a week to be fair to YOU all.

@Deepak, thanks. Very well thought and structured response :)

@Ahed, thanks. I hope you will elaborate 'dreamers, imaginary'.....

@Ravi and Patrick, thanks. When you have other things to add, just post it.....

@Lala, thanks. This semester I have been teaching 'Biodiversity', and I appreciate 'Conservation of water,electricity and forests etc should be given top priority. Importance of natural resource...'

@Hemanta, Nelson, Prof Ravi and Prof Murali, thanks. Truthfulness, ethics, honesty, dedication and sincerity are gems that we value :)

The list goes on. Let's not only emphasize knowledge and skills. Let's give to education ADDED VALUE :))

Dr Manoj, yes, students must learn to prioritize, learn to be selective as to which values they must choose for themselves, the things they must uphold. We cannot take our values from a godless world...will be back when time permits.

Sent from mobile.

Dr Manoj, yes, students must learn to prioritize, learn to be selective as to which values they must choose for themselves, the things they must uphold. We cannot take our values from a godless world...will be back when time permits.

Sent from mobile.

Miranda, I believe these should be the time-tested values of the old (traditional) proven to be most effective such as sincerity, "motivational", patience, and "personal", combined with the effective current values (openness, liberality) and the promising futuristic values (trust in technology). The "human" touch and the technology "facilitation" must be appropriately blended. The students on the other hand must be made to adjust to these. The center of all of these must always be the students.

Thanks Eddie, et al., so the 21st century values are not so different from 20th century values? Perhaps we should not think that moving into a new century will change education so much? After all, there have been so many Nobel Prize winners who performed superbly without the technology that characterizes this century.

What do you all think about this? I will get back tomorrow from the desktop, when my students give me a break :)

Sent from mobile.

@MM: Just an addition to my previous comments----"dedication, sincerity and respect/love for others, including nature" lead to PPP – passion, perseverance and patience which have been the qualities of the Nobel laureates. Nothing new has to be taught, but we have to keep our efforts up to impart/induce and sustain these THREE in 21st century learners?

@Miranda, morality and ethics need to be unavoidable, is not it? Let us be more human and try to find, to search for the best in our students! Just for the sake of all of us!

@Prof Ravi, Ljubomir thanks. Let's sustain the PPP :))

I'll get back when time permits.

Sent from mobile.

Miranda, I agree with you in the aspect that within ourselves (the human side), movement will basically be the same. Environmentally, however, it will be different. Hence, new values, such as adaptation to new kinds of technology should come along. At the bright side, these values will be towards "optimization" of both human and technological contributions to teaching; and human and technological participation in learning. The dark side of this will be lesser direct physical participation of both students and teachers in the learning process. It will be similar to the family eating time in the rural areas (together, slow) and the eating time in the city (fast, to each his own).

@Eddie et al., thanks.

This is good: 'new values, such as adaptation to new kinds of technology should come along. At the bright side, these values will be towards "optimization" of both human and technological contributions to teaching'

Miranda, my take is perhaps more from the perspective of a parent (which I am) rather than as an educator (which I am not). I think the most important value to instill in tomorrows learners is for us not to extinguish their wonder with "must never be incorrect!". I say let them be fearless, let them be creative. Let them be wrong. It seems so much emphasis (at least here in the US) is being put on standards and correctness that the magic and wonder of learning is suffering. Perhaps, I'm off base? This is just something I've been observing and having trouble balancing "wonder versus correct" in my own sons.

Some values ​​that we can consider :

1- Flexibility: Lose the fear of change , adapt. It is a must for people in this society in which the changes have accelerated exponentially value. It also implies that education should be continuous learning throughout life.

2- Curiosity : It has to do with the spirit of research , with the desire to know what is around us . It is the engine of learning

3-. Independence : Being able to do things for yourself without relying on anyone. It also has to do with having own ideas.

4-. Entrepreneurship : Closely related to autonomy, is the ability to act responsibly knowing what is done ( project) and foresee the consequences .

5- Creativity : Give different solutions to common situations or find answers to new situations. It means finding new ways, change the look , perspective, vision etc. .

6- Tolerance is the foundation for life in society . You have respect for the people who lived though we may have different culture , religion , political views, etc. .

7- Collaboration: Collaborate with others, share ideas, opinions , makes us better , gives better results. Cooperation makes more sense when being autonomous choose to share .

8- Commitment: Be aware that what we do or what we fail to do can have on others or on oneself certain consequences

9- Clarity: Be honest with yourself and with others. It is a fundamental value teamwork .

10- Excitement : It's what drives us to act , to carry out any project.

@John: A parent is a true educator; SO making mistakes is the way for better learning!

@Gonzalo, Patrick et al., thanks for a great, comprehensive, wide ranging response! Classic! There are many ways of answering a question. Let's be open and be willing to learn.....

During the twentieth century, science and technology have contributed decisively to the configuration of a number of changes affecting the way of life of people so , expanded the understanding of the world and gave way to new economic forms based on the de- development of knowledge.

Recognize the impact of science and technology in social and economic development of nations, becomes a priority for the twenty-first century education I developed lle in people 's ability to acquire and transform their knowledge and skills to empower innovate and apply knowledge in solving problems.

But at the same time, education should provide tools to address the other side of scientific and technological progress : environmental problems and social inequalities.

The horizon of this reflection forces us to think about what role that education must play in the XXI century to be competent citizens , and how to do it . An example of this is the work that is underway in the EU , emphasizing the need for lifelong learning and improving skills throughout life to realize ourselves personally, to participate in society and succeed in the world labor.

Training and skills

The focus of an education based on skills development has been one of the most effective strategies to help address from the educational, the specific requirements of the new millennium . Understood as the know-how , skills , attitudes and values ​​that develop in people in interaction with others ( people and objects of knowledge ) are those that allow them to understand , interact and make the world they live.

This notion , which places learning in the wider school environment , sees education as an ongoing process throughout life and in different habitats . For the educational system , highlights the importance of the role of the school must transcend give some knowledge to the development of skills and stun abilities , attitudes, and values ​​that become evident in the interaction with others in contexts specific .

Thanks for all above mentioned comments.

Gonzalo, Patrick et al: thanks for expanding our ideas :))

Already most of the values, a learner of modern world should have are spelled out above in different posts. However, he should also learn to accept his mistakes. He should be agreeable to receive newer ideas, opinion, etc. He should not blindly follow any idea just because it came from a great man in the field of his study. He should have courage to question such ideas if he has reasons to see their errors. In the world of science development of correct ideas have met serious setback just because the initial assumptions, foundations, were laid by great people in filed. A good example of this has been the theory of superfluidity whose initial foundation was laid by many great people and this foundation has certain flaws and people followed them for decades without realising that there could be some errors. Undoubtedly, it was just by chance because any body can make mistake. However, when this happens new and correct development have serious difficulties in getting its acceptance from all those people who have been following great people.

Thanks Yatendra et al.

I agree that learners must 'accept his mistakes. He should be agreeable to receive newer ideas, opinion, etc'

We are people who must learn from our mistakes :)