How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

The Study of Man. By Michael Polanyi. Price, $1.75. Pp. 102. University of Chicago Press, 5750 Ellis Ave., Chicago 37, 1959. One subtitle to Polanyi's challenging and fascinating book might be The Evolution and Natural History of Error , for Polanyi is at pains to expunge what he believes to be the false notion contained in the contemporary view of science which treats it as an object and basically impersonal discipline. According to Polanyi not only is this a radical and important error, but it is harmful to the objectives of science itself. Another subtitle could be Farewell to Detachment , for in place of cold objectivity he develops the idea that science is necessarily intensely personal. It is a human endeavor and human point of view which cannot be divorced from nor uprooted out of the human matrix from which it arises and in which it works. For a good while

Personal Knowledge: Towards a Post-Critical Philosophy

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Flow The Psychology Of Optimal Experience

Teaching has often been thought of as a creative performance. Although comparisons with performance were originally intended to emphasize teacher creativity, they have become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers. Scripted instruction is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration. To provide insight into these methods, the “teaching as performance” metaphor must be modified: Teaching is improvisational performance. Conceiving of teaching as improvisation highlights the collaborative and emergent nature of effective classroom practice, helps us to understand how curriculum materials relate to classroom practice, and shows why teaching is a creative art.

Creative Teaching: Collaborative Discussion as Disciplined Improvisation

Education is fundamentally about values, but we have a great deal of difficulty talking about values. In the United States now, we rarely teach Philosophy of Education or History of Education, because people would disagree too much. There is a local joke in the United States called the “Jesse Test”: You could never, in the United States, come up with a curriculum that would please: Jesse Helms, a conservative Southern senator; Jesse Jackson, a fiery, African American leader; and Jesse Ventura the wrestler-turned governor of Minnesota. And therefore, we simply don’t talk about values.

Five Minds for the Future

The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in classrooms. Most studies focus on either learning in formal or informal contexts, but this study seeks to link the two. The paper proposes three tenets to augment de-contextualized learning in schools by putting back the: (a) tacit, (b) social-collective, and (c) informal. This paper seeks to advance the argument for a consideration of how formal learning might be made more authentic by leveraging the affordances of informal learning. Two case examples are illustrated. The first case shows learners operating in a virtual environment in which—through the collaborative manipulation of terrain—adopt the epistemic frame of geomorphologists. The case seeks to illustrate how the tacit and social-collective dimensions from the virtual environment might be incorporated as part of the formal geography curriculum. In the second case, interactions between members of a school bowling team highlight the contextualized and authentic metacognitive demands placed on learners/bowlers, and how these demands are re-contextualized—through metacognitive brokering—to the formal curriculum. Productive linkages are made between informal and formal learnings and anchored through learners’ authentic experiences.

Authenticity in learning for the twenty-first century: bridging the formal and the informal

Researchers have argued for the importance of the classroom context in developing students’ creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study measured creativity across three secondary schools using the Wallach-Kogan Creative Thinking Test (WKCT). A total of 283 students enrolled in the Express programme and 290 students enrolled in the Integrated Programme (IP) volunteered in the study. The same cohort of students took the 38-item WKCT twice; once at the beginning of Secondary One and then at the end of Secondary Three. Four aspects of creativity, namely fluency, flexibility, unusualness, and uniqueness, were investigated. Our analyses showed that (i) IP students showed a greater increase in scores over time when compared to Express students; (ii) when Programme and PSLE (Primary School Leaving Examination) were used to predict creativity scores in a multiple regression, the predictive power of Programme increased from Secondary 1 to Secondary 3 while that of PSLE decreased; and (iii) flexibility scores were more resistant to change than fluency scores. These findings suggest that the classroom context matters and that the removal of high-stakes examination can provide room for the development of creative potential.

https://files.eric.ed.gov/fulltext/EJ1135612.pdf

Fostering Creativity in the Classroom for High Ability Students: Context Does Matter.

This paper attempts to discuss how the Singapore Education System is shifting towards student-centred designs and pedagogies, yet retaining a unique Singaporean orientation. It complements the McKinsey report by analysing directives and efforts to understand trade-offs, consequences, and insights for moving forward. The paper uses an ecological view to acknowledge that education systems are complex—historical, contextual, and cultural dimensions shape Singapore’s trajectory. Building on understandings of high-performing systems, Singapore’s trajectory, and informed by education research, the paper distils three shifts (from a systems level of analyses) which are currently on course: (1) hybridising pedagogies; (2) levelling up the base of lower achieving students; and (3) recognising diverse talents. The paper postulates a gradual, evolutionary stance and for continuing dialogue and alignments in the change process. The paper draws implications by proposing mitigating approaches in Singapore’s continuing journey of balancing high academic achievements and twenty first century, inquiry-oriented learning.

An ecological view of conceptualising change in the Singapore Education System

The COVID-19 pandemic has forced school closure thus shifting teaching and learning towards full home-based learning (HBL). Technology plays a key role but the considerations to design online learning environments that meaningfully engage students are complex. This exploratory, qualitative study attempted to elicit eight mathematics teachers’ considerations and perspectives in designing online home-based learning lessons for the engagement of elementary and secondary students. Data were gathered through interviews. Ground-up thematic analyses were conducted. The following implications are derived—(1) student engagement in online learning context is paramount to their learning, (2) there is no one software application for all the learning activities, (3) teacher professional development is necessary to keep them up-to-date, (4) online social networking platforms may be necessary for students’ discussion beyond official online lesson time, and (5) students need to be inculcated with more self-directed skills and habits for learning in online and face-to-face contexts. This study gathers evidence-informed considerations for teachers to design lessons and engage students meaningfully in a unique, online HBL environment. While this is an exploratory study, future studies can inform this area of work by including more teachers across subjects, grades, schools, and geographical contexts. Studies involving students and parents would also be meaningful.

/pdf/implementation-of-online-home-based-learning-and-students-19jge1iqqi.pdf

Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers

The current schooling system is great in leveling up students’ literacy but it does not develop flexible understandings of concepts. We recognize that traditional instructional science model at best develop students’ attitudes, skills, and knowledge (A-S-K). We propose an instructional framework for developing dispositions, attitudes, skills, and knowledge (D-A-S-K) that embraces five zones of learning: 1) zone of instruction, 2) zone of practice, 3) zone of interaction, 4) zone of tinkering, and 5) zone of meta-cognition. The proposed framework stresses that flexible learning is about the interplay between tacit and explicit knowledge. 21st century learning is about dialectical interactions between theory and practice, individuals and communities, formal and informal learning, learners and meta-cognitive brokers. The paper focuses on conceptually constructing an instructional framework for 21st century learning. We are not suggesting that our proposed framework is the only possible instructional model for the 21st century. Rather, we hope that our proposed framework invokes further discussions to examine other models for 21st century teaching and learning. Future work is needed to implement and examine the proposed framework for practical implications.

/pdf/is-there-an-instructional-framework-for-21st-century-5ejjbfctu3.pdf

Shu-Shing Lee

Papers

Authenticity in learning for the twenty-first century: bridging the formal and the informal

Fostering Creativity in the Classroom for High Ability Students: Context Does Matter.

An ecological view of conceptualising change in the Singapore Education System

Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers

Is There an Instructional Framework for 21st Century Learning