Autumn in mid-Sweden 2016.
Text & Photo © CM Cordeiro, Sweden 2016
The reflections in this post stem as part of a theme I’m currently reading on the democratisation of education, based on literature reads Biesta , Leathwood , Martinsson  and Kalonaityté , followed by Lekebjer et al. . Amongst the reads, I and was immediately drawn back to Biesta’s life’s work in academia that revolved around education philosophy, only after he began a decade’s work into teaching physics .
There seems to be one consistent message in Biesta’s scholastic pursuit, reflected in the myriad of literature he has produced, and influenced. Within this message, I have picked up three themes that resonate with my own learnings through my academic career with undergraduate foundations in the field of the study of the English language and critical discourse analysis – language (of education / of learning) [1, -10], subjectivity [6,9,10] and purpose [6-11].
I have personally pondered the paradigm of knowledge transfer and the role of the education institution in today’s society of digital infrastructure and information communication technologies (ICTs), and the realisation of the impact of technology on what skills would be needed for tomorrow’s societies. Formal education will certainly have a hand in helping mold the minds and fostering the craftsmen of tomorrow. But how? And to what purpose in the context of flux and uncertainty? One needs only to look at the developments in autonomous automation to envision a different factory of the future, machines communicating with machines, machines building machines, already in the making, now.