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Education and MythLector: Mag. Christian Mertens / Vienna City LibraryParticipants
10 women (3 teachers, 7 pupils)
Input (see workshops / education and myth / input)
What is the meaning of education / myth? Education...
Myth...
Identity...
What is the connection between myths and education?We know from sociology that the self-identity of groups originates and develops from confrontation with other groups. The self-image of the group and its image of others are mutually complementary aspects of identity awareness. In the course of the search for national identity very specific images have shaped of the neighouring nations: they have been attributed specific characteristics and very specific roles in history. A people's, a nation's common history was of particular relevance in the 19th century. Historians often spoke of a radiant «national mission» of a specific people. Historians constructed original myths, celebrated national victories, and deplored defeats, drew up images of the enemies against internal and external enemies (the latter often as national minorities). Neighbours often came to be «arch enemies», much more seldom friends. These attitudes and stances obtained by neighbours of themselves and of others often linger on into the present age. Such «mythical» images of the self and of others have penetrated, in particular, the world of education, history, the celebration of national remembrance days, but also text books. In today's Europe regional identities on the one hand are on the rise again, on the other the progress of European integration motivates many to perceive their identity also in a cross-national setting. Old prejudices and cliches can best be undone through cross-border cooperation with networks between regional and community institutions, economic cooperation, and cultural exchange based on an equality of participation – such as in the ABC Network or the project «Generation siX» – as the ideal fora! «Myths» in a broader sense can show in the expectations we have of education: education is regarded as decisive for work and the social status a person assumes later in life («We are what we learn!»). It is widely believed that people with above-average school education can get almost anywhere whereas people with a lesser education often have no chance of promotion. Higher education is associated with power (power of command over one's subordinates), money (better income) or possessions (freehold flats, bigger cars etc.) whereas on the other hand we are faced with the reality of unemployed university graduates, increasingly permeable professional biographies, and the need for life-long learning. Some also experience the equal opportunities proclaimed in education policy as a myth not in line with reality. Many studies actually show that different population groups find unequal access to education. Children from families with a higher social position are more likely to complete a higher school than children hailing from poorer families. The same might hold true for children from certain ethnic or religious minorities, professions, etc. What does society expect of the educational system? In a publication the German Federal-Länder-Committee for Education Planning and Research Promotion defined the following key qualifications which should enable adolescents to succeed on the job, in their lives:
All these qualifications are closely connected with a competence not included in this list: information competence. In our information society knowledge is the decisive competitive factor. The possibility to obtain information, the competence to structure the information (to filter out what is essential) and to use it for a specific purpose is decisive in the information society. The new poverty is not material (income-oriented), but a deficit of information- and communication possibilities. The social divide of the future will be between those rich in information and others who have little. The question is: How can we avoid this? The schools (and universities) as prime sources of education cannot solve this task without partners: libraries and archives e.g. can and must assist schools in this process: they are stores of knowledge, filters in the information-overflow, beacons in the deep seas of knowledge. Today your trained staff are encouraged more than ever to act as «infobrokers», i.e. to support schools in their build-up of information competence. Doubtless libraries and archives still need to undergo major developments in this process. However, there are also examples where this type of education partnership is a success. To summarizeIn order to make the young people entrusted to the educational institutions fit for the job market in the information society they must be given the necessary competences and qualifications. To achieve this purpose wrong «myths» must be thrown over board, positive influences on the education system need to be reinforced, and education barriers be removed! Defining joint or similar problems and searching for possible solutions will be the task of today's meeting. Environment of education / ClusteringWhat affects education?
Negative and positive impacts on education? / ClusteringPositive:
Negativ:
Project ideas / Brainstorming / Valuation points given by participants
Results
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