On learning to become

“For much of the twentieth century, learning focused on the acquisition of skills or transmission of information or what we define as “learning about.” Near the end of the twentieth century, learning theorists started to recognize the value of “learning to be,” of putting learning into a situated context that deals with systems and identity as well as the the transmission of knowledge… Although learning about and learning to be worked well in a relative stable world, in a world of constant flux, we need to embrace a theory of learning to become. Where most theories of learning see becoming as a transitional state toward becoming something, the twenty-first century requires us to think of learning as a practice of becoming over and over again. In order to understand both what that means and how it might be achieved, we need to examine some of the new modes of learning that have emerged in the twenty-first century. In particular, we need to consider the social, distributed, and networked dimensions of learning. More than this, we need to consider the broader economic and technological landscape in which these new modes of learning are forming.”

J. Seely Brown (2010) in Education in the creative economy

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