From Knowledge to Wisdom: Education, Identity, and Curriculum in Shaping Life Today

نوع مقاله : مقاله علمی- پژوهشی

نویسنده

دانشیار، دانشکده چندرسانه‌ای، دانشگاه هنر اسلامی تبریز، تبریز، ایران.

چکیده

Education in the 21st century is experiencing a steady and continuous shift. Learning is no longer confined to classrooms or outdated traditions; instead, it is shaped by technology, globalization, and the demands of modern society. Today, education is less about memorizing facts and more about helping students grow into adaptable, emotionally intelligent, and globally conscious individuals. As an educator, I have seen how digital tools, when used thoughtfully, can inspire creativity and make learning more inclusive. Yet, while technologies like artificial intelligence offer enormous potential, they also raise serious ethical concerns. This means we must prepare students not only to use these tools but also to think critically and act responsibly. The teacher’s role has also transformed. We are no longer simply transmitters of information but mentors and guides who help students navigate complexity. Emotional resilience, ethical awareness, and cultural sensitivity are now central to the learning process, not optional extras. Education today must go beyond preparing students for jobs. It should equip them with the mindset and skills needed to manage uncertainty and contribute meaningfully to their communities. In a rapidly changing world, schools and universities must serve as both a compass and a foundation, supporting personal growth and collective progress. This article, taking a descriptive approach, explores education from multiple perspectives, including curriculum, identity, technology, and the roles of teachers, students, and families. It also reflects on the strengths and weaknesses of past and present approaches, highlighting insights from well-known scholars to better understand the challenges and possibilities of modern education.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

From Knowledge to Wisdom: Education, Identity, and Curriculum in Shaping Life Today

نویسنده [English]

  • Leila Dobakhti
Associate Professor, Faculty of Multimedia, Tabriz Islamic Art University, Tabriz, Iran.
چکیده [English]

Education in the 21st century is experiencing a steady and continuous shift. Learning is no longer confined to classrooms or outdated traditions; instead, it is shaped by technology, globalization, and the demands of modern society. Today, education is less about memorizing facts and more about helping students grow into adaptable, emotionally intelligent, and globally conscious individuals. As an educator, I have seen how digital tools, when used thoughtfully, can inspire creativity and make learning more inclusive. Yet, while technologies like artificial intelligence offer enormous potential, they also raise serious ethical concerns. This means we must prepare students not only to use these tools but also to think critically and act responsibly. The teacher’s role has also transformed. We are no longer simply transmitters of information but mentors and guides who help students navigate complexity. Emotional resilience, ethical awareness, and cultural sensitivity are now central to the learning process, not optional extras. Education today must go beyond preparing students for jobs. It should equip them with the mindset and skills needed to manage uncertainty and contribute meaningfully to their communities. In a rapidly changing world, schools and universities must serve as both a compass and a foundation, supporting personal growth and collective progress. This article, taking a descriptive approach, explores education from multiple perspectives, including curriculum, identity, technology, and the roles of teachers, students, and families. It also reflects on the strengths and weaknesses of past and present approaches, highlighting insights from well-known scholars to better understand the challenges and possibilities of modern education.

کلیدواژه‌ها [English]

  • Education
  • Life
  • Identity
  • Curriculum

مراجع

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