UNESCO-NIE Centre for Arts Research in Education (CARE)

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Title of Proceedings: 
international conference on Redesigning Pedagogy: Developing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore
Month of Conference: 
June 2009
Name(s) of Author/Editor(s): 
It could be argued that societies have always depended on knowledge to build their economies, and that the current era is no different in this regard. However, there are three features of modern economies that make the term 'knowledge economy' meaningful (Hearn and Rooney, 2008). They are: 1. Innovation 2. Networks 3. Trans-disciplinarity It is the ability to generate new ideas, concepts, products and services, rather than deriving greater efficiency and economies of scale from existing production processes, that has been a key factor in the transition from an industrial to a knowledge economy (Flew, 2007). Rapid cycles of innovation are thus a core feature of modern economies that educational thinking must seek to come to grips with. Our growing dependence on networks is another core feature of the knowledge economy. That is, the functionality of many new products depends not just on their functionality but on how it connects to others' functionality. This is true in a technical sense (eg mobile phone networks); a service sense (eg credit cards); a software sense (eg operating systems); and, a cultural sense (eg English language MBA's). Creativity is found across the scientific, technological, economic and cultural domains, in diverse forms such as patents and designs, entrepreneurship, and artistic product: 'no intellectual domain or economic sector has a monopoly on creativity' (Mitchell et. al., 2003, p.18). Trans-disciplinarity is key therefore. If we take seriously these defining features of knowledge economies we must ask - what professional development pedagogies are likely to produce teachers who can contribute meaningfully to the future - beyond any specific disciplinary expertise?
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