The 4E Approach Applied to Education in the 21st Century
Ronnie Videla & Tomas Veloz
Log in to download the full text for free
> Citation
> Similar
> References
> Add Comment
Abstract
Context: The 4E approach proposes an alternative framework for understanding cognition and learning. However, its application to the study of education in the 21st century is incipient. Problem: What are the challenges of 21st-century education in the field of cognition and learning? How can the 4E approach be implemented in educational processes? Method: This introduction outlines the challenges of 21st-century education and the progress that the 4E approach has made in the different perspectives presented in the contributions of this special issue. Results: Today, we find a limited but growing number of studies on the 4E approach applied to education. We argue that the 4E approach presents a propitious field for the challenges of education in the 21st century, especially for the understanding of teaching and learning in socio-material and technological environments, as well as new research tools that support theories of learning with empirical evidence. Implications: A better understanding of the constructivist perspectives on the application of 4E in education can guide future research in education as well as novel teaching methodologies. Keywords: 21st-century skills, 4E approach, pedagogy.
Citation
Videla R. & Veloz T. (2023) The 4e approach applied to education in the 21st century. Constructivist Foundations 18(2): 153–157. https://constructivist.info/18/2/153
Export article citation data:
Plain Text ·
BibTex ·
EndNote ·
Reference Manager (RIS)
References
Abrahamson D. (2014) Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction 2(1): 1–16.
▸︎ Google︎ Scholar
Anderson C. (2012) Makers: The new industrial revolution. Crown, New York.
▸︎ Google︎ Scholar
Bourdieu P. (1990) The logic of practice. Stanford University Press, Stanford CA.
▸︎ Google︎ Scholar
Bourn D., Hunt F. & Bamber P. (2017) A review of education for sustainable development and global citizenship education in teacher education. United Nations Educational, Scientific and Cultural Organization, Paris.
▸︎ Google︎ Scholar
Care E., Kim H., Anderson K. & Gustafsson-Wright E. (2017) Skills for a changing world: National perspectives and the global. The Brookings Institution, Washington DC.
https://eric.ed.gov/?id=ED583031
De Jaegher H. (2015) How we affect each other: Michel Henry’s “pathos-with” and the enactive approach to intersubjectivity. Journal of Consciousness Studies 22(1–2): 112–132.
https://cepa.info/5641
Freire P. (2018) Pedagogy of the oppressed. 50th anniversary edition. Bloomsbury, London. Portuguese original published in 1968.
▸︎ Google︎ Scholar
Frey C. & Osborne M. (2013) The future of employment: How susceptible are jobs to computerization? Technological Forecasting and Social Change 114: 254–280.
▸︎ Google︎ Scholar
Fröbel F. (1895) The education of man. Translated by W. N. Hailmann. Dover, Mineola NY. German original published in 1826.
▸︎ Google︎ Scholar
Giroux H. A. (2022) Pedagogy of resistance: Against manufactured ignorance. Bloomsbury Academic, London.
▸︎ Google︎ Scholar
Halverson E. R. & Sheridan K. M. (2014) The maker movement in education. Harvard Educational Review 84(4): 495–504.
▸︎ Google︎ Scholar
Ingold T. (2013) Making: Anthropology, archaeology, art and architecture. Routledge, London.
▸︎ Google︎ Scholar
Konopasky A. & Sheridan K. (2020) The maker movement in education. In: Noblit G. W. (ed.) Oxford research encyclopedia of education. Oxford University Press, Oxford: 65–78.
▸︎ Google︎ Scholar
Lakoff G. & Johnson M. (1999) Philosophy in the flesh: The embodied mind and its challenge to Western thought. Basic Books, New York NY.
▸︎ Google︎ Scholar
Maturana H. R. (2006) Desde la biología a la psicologia [From biology to psychology]. Editing and prologue by Jorge Luzoro. Editorial Mitech, Santiago. Originally published in 1993.
https://cepa.info/625
Montessori M. (1967) The absorbent mind. Holt, Rinehart, and Winston, New York. Originally published in 1949.
▸︎ Google︎ Scholar
Petitmengin C. & Lachaux J. P. (2013) Microcognitive science: Bridging experiential and neuronal microdynamics. Frontiers in Human neuroscience 7: 617. Microcognitive science: Bridging experiential and neuronal microdynamics. Frontiers in Human neuroscience 7: 617.
▸︎ Google︎ Scholar
Reimers F. M. & Chung C. K. (2019) Teaching and learning for the twenty-first century: Educational goals, policies, and curricula from six nations. Harvard Education Press, Cambridge MA.
▸︎ Google︎ Scholar
Resnick M. (1997) Turtles, termites, and traffic jams: Explorations in massively parallel microworlds. MIT Press, Cambridge MA.
▸︎ Google︎ Scholar
Stehle S. & Peters-Burton E. (2019) Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal STEM Education 6, 39.
https://doi.org/10.1186/s40594-019-0192-1
Vygotsky L. S. (1978) Mind in society: The development of higher psychological processes. Edited by Michael Cole, Vera John-Steiner, Sylvia Scribner & Ellen Souberman. Harvard University Press, Cambridge MA.
▸︎ Google︎ Scholar
Comments: 0
To stay informed about comments to this publication and post comments yourself, please log in first.