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Conventionally our approach to problems was breaking them down into manageable bits and pieces, and then to teach students the techniques to solve them. But today we create value by synthesizing the disparate bits. This is about curiosity, open-mindedness, making connections between ideas that previously seemed unrelated, which requires being familiar with and receptive to knowledge in other fields than our own. If we spend our whole life in a silo of a single discipline, we will not gain the imaginative skills to connect the dots where the next invention will come from. Equally important, the more content knowledge we can search and access, the more important becomes the capacity to make sense out of this content, the capacity of individuals to question or seek to improve the accepted knowledge and practices of their time. In the past, you could tell students to look into an encyclopedia when they needed some information, and you could tell them that they could generally rely on what they found to be true. Today, literacy is about managing non-linear information structures, building your own mental representation of information as you nd your own way through hypertext on the internet, about dealing with ambiguity, interpreting and resolving conflicting pieces of information that we find somewhere on the web. Perhaps most importantly, in today’s schools, students typically learn individually and at the end of the school year, we certify their individual achievements. But the more interdependent the world becomes, the more we need great collaborators and orchestrators. Progress today is rarely the product of individuals working in isolation but an outcome of how we mobilize, share and link knowledge. In an interconnected world, everything that is our proprietary knowledge today will be a commodity available to everyone else tomorrow. Expressed di erently, we need to drive a shift from a world where knowledge that is stacked up somewhere depreciating rapidly in value towards a world in which the enriching power of communication and collaborative ows is increasing. And we will need to help the next generation to better reconcile resilience ‒ managing in an imbalanced world ‒ with greater sustainability ‒ putting the world back into balance. I have met many Japanese teachers who are making these changes happen, among them those who are creating a new future in the areas devastated by the Great Eastern Earth Quake.1964年ドイツ・ハンブルグ生まれ。1988年ハンブルグ大学物理学学士取得。1992年オーストラリア・ディーキン大学科学修士号取得。 PISA(生徒の学習到達度調査)、 PIAAC(国際成人力調査)、TALIS(教員・教授・学習に関する調査)等国際比較事業を創設し、教育政策分析・政策提言を行ってきた。2011年3月の震災後には、文部科学省、福島大学と協議を重ね、復興教育プロジェクトとなる「OECD東北スクール」(文部科学省復興教育支援委託事業)を創設し、東北地方には何度も足を運んでいる。 アンドレアス・シュライヒャーPhoto:OECD/Marco Illuminati112015 MAY Vol.407

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