Curiosity – A Link to Assessing Lifelong Learning

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Are colleges and universities placing graduates in the workforce whose functionality quickly diminishes, or are they developing graduates who continue to learn and upgrade their skills in accord with the evolution of their respective occupations? Curiosity likely is one piece in a complex puzzle of  dispositions that are necessary for lifelong learning.

Which dispositions contribute most to lifelong learning is the subject of debate. Nevertheless, some dispositions—in particular, curiosity—are mentioned more than others. For this reason, I have focused on curiosity as a foot-in-the-door approach to assessing lifelong learning, contending that institutions of higher education can, to some degree, evaluate how well they are developing lifelong learners by assessing students’ curiosity.

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About Giorgio Bertini

Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Curiosity, Curiosity-based learning, Education, Lifelong learning and tagged , . Bookmark the permalink.

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