Abstract
Science, business and social organizations alike describe a strong need for a set of skills and competencies, often referred to as twenty-first century skills and competencies (e.g. Pink, Wagner, Gardner). For many young people, schools are the only place where such competencies and skills can be learned. Therefore, educational systems are coming more and more under pressure to provide students with the social values and attitudes as well as with the constructive experiences they need, to benefit from the opportunities and contribute actively to the new spaces of social life and work. Contrary to this demand, the American as well as the German school system has a strong focus on cognitive skills, acknowledging the new need, but not supporting it in practice. Why is this so? True, we are talking about a complex challenge, but when one makes the effort to take a closer look, it quickly becomes apparent that most states have not even bothered to properly identify and conceptualize the set of skills and competencies they require. Neither have they incorporated them into their educational standards.
Developments in society and economy require that educational systems equip young people with new skills and competencies, which allow them to benefit from the emerging new forms of socialization and to contribute actively to economic development under a system where the main asset is knowledge (Ananiadou and Claro 2009, p. 5).
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Notes
- 1.
One useful distinction between the two is provided by the OECD’s DeSeCo project: A competence is more than just knowledge or skills. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competence that may draw on an individual’s knowledge of language, practical IT skills and attitudes towards those with whom he or she is communicating (Rychen and Salganik 2003). The European Commission’s Cedefop glossary defines the two terms as follows: A skill is the ability to perform tasks and solve problems, while a competence is the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). A competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g. social or organizational skills) and ethical values (Cedefop 2008).
- 2.
Ananiadou and Claro (2009).
- 3.
Hasselhorn and Gold (2006, p. 35).
- 4.
Dewey (1931, p. 91).
- 5.
Inductive as defined by the Oxford Dictionary: “inference of general laws from particular instances”.
- 6.
Deductive as defined by the Oxford Dictionary: “inference of particular instances from a general law.”
- 7.
Dewey (1931, p. 87).
- 8.
Concept building on the common term brainstorming.
- 9.
Described by Peirce as “guessing”. The term refers to the process of arriving at an explanatory hypothesis (Peirce 1901, paragraph 219).
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Noweski, C., Scheer, A., Büttner, N., von Thienen, J., Erdmann, J., Meinel, C. (2012). Towards a Paradigm Shift in Education Practice: Developing Twenty-First Century Skills with Design Thinking. In: Plattner, H., Meinel, C., Leifer, L. (eds) Design Thinking Research. Understanding Innovation. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-31991-4_5
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