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History of European Education from Euclid to Contemporary Times: Moving toward Cognitive Limits as the Foundation for Education in the Future
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Author(s): G. G. Malinetskiy (IAM RAS, Russia)and O. N. Kapelko (RANEaPA under the President of the RF, Russia)
Copyright: 2013
Pages: 15
Source title:
Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
Source Author(s)/Editor(s): Paolo M. Pumilia-Gnarini (Independent Researcher, Italy), Elena Favaron (La Scuola che Funziona, Italy), Elena Pacetti (University of Bologna, Italy), Jonathan Bishop (Centre for Research into Online Communities and E-Learning Systems, UK)and Luigi Guerra (University of Bologna, Italy)
DOI: 10.4018/978-1-4666-2122-0.ch018
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Abstract
Humans have been approaching their cognitive limits through technological and social development, as well as widespread use of information and telecommunications systems and computers. Cognitive limits are a limiting condition of modern culture. The information and knowledge dimension is characterized by irrepressible and uncontrolled growth; it characterizes on one hand civilization itself and on the other hand every individual sphere of knowledge. In this case (when we have to process too much information), the necessary information and knowledge volume for effective action can be neither obtained, understood, nor used. This limit can also become a serious obstacle for the development of civilization, including limitations such as mineral resources, pure water, and fresh air. Overcoming this barrier can largely be accomplished through a revision of the form and content of education using an interdisciplinary approach.
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