The Challenges of the Schooling from Cultural Psychology of Education
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Education is in the core of societal change in all its different forms—from kindergartens to vocational schools and lifelong learning. Education—understood as goal-oriented personal movement—re-structures personal lives both inside school and outside the school. This special issue stems from the Cultural Psychology of Education (Marsico Culture & Psychology, 21(4), 445–454, 2015a, b, Journal for the Study of Education and Development, 40(4), 754–781, 2017)—a new approach to the field of education that examines how educational experience is culturally organized. This special issue is focused on the work of schooling as a crucial scientific arena to investigate. It is the follow up of an international workshop host by the Centre for Cultural Psychology (at Aalborg University, Demark) that was very thought provoking and from where several outcomes came out. Some of them are the papers here presented that tried to illuminate the different dimensions of the educational context in the East and West society with specific attention to the Chinese and Scandinavian educational practices. The dialogue between Chinese, European and North American scholars offered a complex view of the current educational challenges in the age of globalization. In this paper I try to focus on some of the most debated and challenging aspects in educational psychology worldwide: diversity, values and practical usability of psychology at school. I re-read these “hot topics” with the help of the themes developed by the authors of this special issue and in light of Cultural Psychology of Education. Then, I conclude by proposing a new agenda for the education of the future.
KeywordsEducational Psychology Cultural psychology Schooling Diversity Values
I want to express my gratitude to Jaan Valsiner, Xiao-Wen Li, He Min and Luca Tateo for the enthusiasm and the great work we have done in establishing the International Centre of Excellence on Innovative Learning, Teaching Environments and Practices (IBEF). We are being greatly supported by André Melzer and Isabel Albert (University of Luxembourg) and by Virgínia Dazzani (Federal University of Salvador da Bahia, Brazil). Science should not be confined in the national or disciplinary borders. IBEF is a promising example of this crossing border action in science we want to promote.
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