The theory of “modernisation” and the concept of “development education” have moved over the past decades from Neoliberalism to a future digital paradigm. With the advent of logarithmic development in the digital environment over the past 20 to 30 years, the concept and emerging theories about development education require a more robust assessment and exploration. The definition and the very nature of modernisation, as well as the possibilities of modernisation theory, in relation to the knowledge economy, will be discussed by drawing on the concepts of the four elements by David Suzuki (Environmentalist). Market fundamentalism is probably one of the biggest impediments to modernisation and social reform. For many years, during the past decades, this thinking was introduced and used to bring about cultural, social, economic and political change in many developing countries with the focus on markets and market reform. Neoliberalism is now seen by many as an effort to promote personal and corporate gain in the industrial world as we know it today. Collaboration, the freedom to contextualise, and ‘free’ and ‘open’ education have moved to the forefront to promote change. Some have argued that Neoliberalism is promoting self-interest, expanding individual property rights, promoting rigorous market exchange, and building global free trade. This view has been rigorously debated and contested by many different leaders, researchers, academia, and students as resources and education have become more open, and the threat to the biosphere is identified.
This essay will explore the new paradigm of openness and digital futures. The possible role it could play in future global education development and modernisation of the economies around the globe is the focus. The Commons will be considered, the Creative Commons (intellectual property rights) and the P2P (Peer-to-Peer) foundation is a force to be reckoned with. The possibilities of this discourse - as an alternative discourse to neoliberalism- has already profoundly impacted development. It is this digital framework of P2P collaboration that will be considered. It is the work of the commons - as tools for modernisation - and the knowledge economy, that will be the centre of discussion in this essay.
The possible creative and innovative actions to promote global development education and modernisation, harnessing the digital revolution of the knowledge economy and the development of global citizenship will be explored as a practical and new paradigm.
THE PRACTICAL INTENT OF THIS ESSAY:
From a practical perspective, the work of the FLOK Society in Ecuador, which endeavours to modernise and develop the existing economy with ‘tools’ for creative and innovative change (development education), will be looked at. This pioneering agent for economic change in South America started in 2013. Excerpts and references to the blog posts of a member of the FLOK Society are included on activities in Ecuador as it unfolds to explain the process of modernisation in Ecuador, more on this later.
Global Development Education, Knowledge Economy, Creative Economy, Development Paradigm, Openness, Radical Openness, Modernisation, Neoliberalism, Market Economy, Future Education, Social Change, Bio-Politics, Digital Futures, P2P Foundation, Peer-to-Peer, The Commons, Creative Commons, Collaboration, Global Citizenship, Hacking, Crowdsourcing, Creative Approach, Innovative Approach.
Word Count: 5955
Imagine yourself behind a conveyor belt with an air-powered tool in your hand assembling vehicles for Toyota in a factory in Japan. I am sure that after several years working for the company, you would appreciate if your employer could ask you:
“How could we improve this assembly line?”, and “What are your ideas for changing the way we assemble here?”; “I want you to collaborate with the other workers and come up with some innovative ideas to improve or change the way we do things here?”
These are just the type of questions the world out there is asking the worldwide community (internet users).
The education revolution has done just that. From ‘crowdsourcing’ to ‘hacking’, and other new online strategies, ‘production lines’ of knowledge creation has evolved exponentially. Just as mass production in the advent of Fordism went through some developmental stages, Open Education (OE) has gone through some radical changes over the past twenty years. Many academia calls it an education revolution....
Keywords and Phrases:
Open Education (OE), crowdsourcing, hacking, Fordism, globalisation, democratised, decentralised, student-centred, prosumer innovation, collective intelligence, knowledge economy, peer-to-peer, P2P, peer production, peer governance, common property, community of learners, co-create, Web 2.0, Web 3.0, MOOCs, OER, Open Education Resource , intellectual property, global citizen (GC), web semantics, co-construction, community of practice, situated cognition, openness, knowledge capitalism, historicism, Karl Popper, Henri Bergson, George Soros, Immanuel Kant, fallibilism, open society, free will, authoritarianism, totalitarianism, sustainability, Yochai Benkler, social production, teacher-centred, student-centred, individual education programmes (IEP’s)
Design and Visual Communication (DVC), Sustainable Architecture, 16-year-olds, animal architecture, armadillo and onion inspired, ask nature how, biomimetics, clerestory, climate, collecting rainwater, computer-aided software, concrete, creativity, design eras, elevations, freehand sketching, generating design ideas, green roof, harvesting energy from the sun, harvesting energy from the wind, heatsink, ideation, illustrate sustainable function, influential designers, innovation, location, model, modernism, modernist architects, movement, New Zealand, orientation, passive solar, passive solar design, passive solar panel, passive ventilation, photovoltaic panel, primary school, retrofitting, secondary school, sectional views, Shadows and Shading, shipping container sleep-out, site assessment, site plan, Sketch-Up, sleep-out, steel reinforcing, sustainable architecture, sustainable features & functions, the living classroom, thermal mass, trombe walls, weather, climate.
The book is for Design and Visual Communication teachers and students with interests in Sustainable Architecture. For students aged 16 to 18 years old. New Zealand context. Design and Visual Communication - NCEA Level 3. Spatial Design Brief.
Two design briefs are included: Sustainable Architecture (sustainable bach) & Museum exhibition of the completed bach design (room in a Museum in New Zealand).
BRIEF 1: Design a Unique Sustainable Bach
BRIEF 2: Design an exhibition for your unique sustainable bach (holiday home) in a room in the Waikato Museum, which will be provided by the museum. Include your portfolio, 3-d model, enlarged pictures of your model and design sketches/work drawings, etc. (Sketch-up). Use the computer, data projector & screen to loop parts of your presentation (choose a component like research, for instance). Show possible flyers and brochures of your design work (assume you are an architect marketing your work). Show the link to your website or blog.
The book discusses the steps and procedures to complete the two briefs.
The Villa-F-Project and Inverlock Sand Dune Home (Austalia) are briefly discussed.
Additionally, a section on PEER-TO-PEER (P2P) collaboration is included at the end of the book with the title:
P2P collaboration: The disadvantages of P2P (peer-to-peer) collaboration, PAL (peer-assisted learning) and PL (peer learning).
APA Referencing included (academic writing).
Word Count = 6078
Pages = 55 (size A4) with many images, sketches, and links.