{"id":23843,"date":"2025-01-24T09:34:21","date_gmt":"2025-01-24T08:34:21","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=23843"},"modified":"2025-01-27T09:31:42","modified_gmt":"2025-01-27T08:31:42","slug":"developing-curriculum-for-deep-thinking-the-knowledge-revival","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/developing-curriculum-for-deep-thinking-the-knowledge-revival\/","title":{"rendered":"Developing Curriculum for Deep Thinking. The Knowledge Revival"},"content":{"rendered":"

Developing Curriculum for Deep Thinking<\/em><\/h1>\n

The Knowledge Revival<\/em><\/p>\n

\"\"
Springer Nature<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

El coneixement importa<\/h2>\n

La rellev\u00e0ncia del saber a l’educaci\u00f3<\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

He sucumbit al ressorgiment del saber. Ja no m’importa qu\u00e8 diran. Amb els anys em fan m\u00e9s mal els ossos per\u00f2 menys les ferides que el temps guareix. En l’aspecte f\u00edsic i en el mental. Per aix\u00f2 he gaudit tant d\u2019aquest breu compendi \u201cDeveloping Curriculum for Deep Thinking. The Knowledge Revival<\/em>\u201d (Surma et al., 2025) que signa al capdavant Tim Surma, al qual segueix un elenc d’autoritats al m\u00f3n educatiu: Claudio Vanhees, Michiel Wils, Jasper Nijlunsing, Nuno Crato, John Hattie, Daniel Muijs, Elizabeth Rata, Dylan Wiliam<\/strong> i, finalment, el gran Paul A. Kirschner.<\/strong> Casi n\u00e1<\/em>, que dirien al sud. Comencem l’any i per acabar el curs res com insuflar-nos energia racional, sobretot davant dels desvaris que es promouen des de l’acad\u00e8mia i, pitjor, malauradament, des dels pol\u00edtics responsables de l’educaci\u00f3.<\/p>\n

El coneixement \u00e9s fonamental per a la Humanitat, ja que permet desenvolupar un llenguatge i un bagatge com\u00fa, aix\u00ed com una cooperaci\u00f3 social efectiva. Intraculturalment i entre cultures. Aquest principi del coneixement compartit, matisat en els diversos contextos socioculturals del m\u00f3n, que podr\u00edem relacionar amb els principis de la cooperaci\u00f3 comunicativa de Paul Grice<\/strong>, ha estat clau des de temps ancestrals, quan les tribus humanes van utilitzar el cabal de coneixement col\u00b7lectiu que posse\u00efen per sobreviure primer, comunicar-se i prosperar. I aix\u00ed fins ara, on el coneixement continua sent la base de l’educaci\u00f3. O ho hauria de ser. Perqu\u00e8 l’evoluci\u00f3 cultural acumulativa, un fet hist\u00f2ric innegable, ens demostra com les invencions i els aprenentatges es transmeten i es milloren a trav\u00e9s de generacions, gr\u00e0cies a l’ensenyament, la imitaci\u00f3 i, tamb\u00e9, la conformitat del contracte social. Des dels estris l\u00edtics i les primeres t\u00e8cniques de ca\u00e7a, fins a les solucions m\u00e9s avan\u00e7ades a l’aula actual, que inclouen la digitalitzaci\u00f3 o la intel\u00b7lig\u00e8ncia artificial, l’educaci\u00f3 sempre ha dep\u00e8s de l’intercanvi desinteressat de coneixement entre els mestres i els deixebles. Perqu\u00e8 si jo t’ensenyo alguna cosa no perdo aquest coneixement<\/strong>. I guanyem tots.<\/p>\n

En aquest context, es reconeix i agraeix el valor de recursos educatius oberts i reivindicatius com aquest llibre de Paul Kirschner i els seus col\u00b7laboradors<\/a><\/span>, que perpetuen aquest llegat hum\u00e0. S’enarbora el coneixement com a element essencial en la transmissi\u00f3 cultural<\/strong> que es d\u00f3na a l’aula, ja que determina la nostra capacitat de percebre, aprendre i recordar. Perqu\u00e8 una base de coneixements \u00e0mplia i s\u00f2lida facilita l’adquisici\u00f3 de nous sabers i habilitats, promou el pensament cr\u00edtic, la resoluci\u00f3 de problemes i la comprensi\u00f3 lectora.<\/p>\n

Si des d’una perspectiva evolutiva hi ha una capacitat innata per adquirir coneixements primaris, obtinguts de manera instintiva (com el llenguatge o la interacci\u00f3 social), hi ha igualment un coneixement secundari<\/strong>, cultural, que ha de ser ensenyat deliberadament i que inclou aprofundir tamb\u00e9 en els coneixements que s’aconsegueixen de forma prim\u00e0ria, per a l’adquisici\u00f3 del qual estem gen\u00e8ticament predisposats. El coneixement secundari, que abasta des de l’alfabetitzaci\u00f3 b\u00e0sica fins al pensament cient\u00edfic o tecnol\u00f2gic, \u00e9s fonamental per al desenvolupament personal a les societats modernes i hauria de constituir el nucli de l’educaci\u00f3.<\/p>\n

Tal i com mostren alguns dels principals models cognitius esbossats al llibre, com el de la mem\u00f2ria de treball de Willingham<\/strong> (2021), \u00e9s crucial estructurar l’aprenentatge a l’ensenyament, per superar les limitacions inherents de la nostra capacitat cognitiva. El coneixement \u00e9s essencial en l\u2019educaci\u00f3: sustenta l\u2019aprenentatge, el pensament cr\u00edtic i la comprensi\u00f3 profunda. Una base s\u00f2lida de coneixements emmagatzemada a la mem\u00f2ria a llarg termini facilita l’adquisici\u00f3 de nous sabers i optimitza l’\u00fas de la mem\u00f2ria de treball durant tasques cognitives complexes. Injuriat el coneixement en algunes tend\u00e8ncies socials que confonen la informaci\u00f3 amb el saber, que brandeixen la bandera del \u201ctot \u00e9s a internet\u201d, el ressorgir del coneixement \u00e9s la clau per millorar l’aprenentatge, facilitar el discurs col\u00b7lectiu i promoure l’equitat. Reduir continguts compromet aquests beneficis: s\u00f3n necessaris curr\u00edculums escrits per experts, centrats en el coneixement com a base per a una educaci\u00f3 de qualitat. Potser Repensando la tecnologia<\/em> (Di\u00e9guez, 2024; Bunge, 2019<\/strong>), per\u00f2 integrant-la de manera efectiva als curr\u00edculums espec\u00edfics de cada mat\u00e8ria. Perqu\u00e8, en resum:<\/p>\n

    \n
  1. El coneixement \u00e9s la base de les habilitats cognitives complexes<\/strong>. Sense prou contingut, els estudiants no tenen el context necessari per analitzar, avaluar i aplicar idees de manera significativa. Reduir continguts en el curr\u00edculum oficial de les mat\u00e8ries limita estad\u00edsticament la capacitat de relacionar nous aprenentatges amb all\u00f2 ja conegut, eliminant aix\u00ed les bastides per a l’adquisici\u00f3 d’habilitats complexes, i per contrastar la informaci\u00f3 que reben di\u00e0riament en un entorn cada cop m\u00e9s tecnol\u00f2gic.<\/li>\n
  2. La mem\u00f2ria de treball requereix una base s\u00f2lida a la mem\u00f2ria a llarg termini<\/strong>. La mem\u00f2ria de treball t\u00e9 una capacitat limitada, per\u00f2 pot processar informaci\u00f3 m\u00e9s efica\u00e7ment quan es recolza en coneixements pr\u00e8viament emmagatzemats a la mem\u00f2ria a llarg termini. Reduir continguts afebleix aquesta base, sobrecarregant la mem\u00f2ria de treball i dificultant l’aprenentatge.<\/li>\n
  3. Risc de desigualtat educativa<\/strong>. Contr\u00e0riament a alguns plantejaments de la postmodernitat, reduir continguts afecta m\u00e9s els estudiants amb menys recursos socioecon\u00f2mics o culturals a casa. Les escoles tenen un paper crucial a proporcionar a tots els estudiants all\u00f2 que la llar no els aaporta, \u00e9s a dir, un acc\u00e9s equitatiu a coneixements amplis. Limitar continguts perpetua desigualtats i restringeix oportunitats per als m\u00e9s vulnerables, aquells als quals les seves fam\u00edlies, per posar un exemple, mai no porten a un museu o a una activitat cultural.<\/li>\n
  4. Impacte en la formaci\u00f3 integral de la ciutadania<\/strong>. Una educaci\u00f3 rica en continguts prepara els estudiants per participar en debats, comprendre problemes globals i prendre decisions informades. La reducci\u00f3 curricular de continguts empobreix la formaci\u00f3 integral de les persones, limitant la capacitat dels estudiants per contribuir activament a la societat.<\/li>\n
  5. Comprom\u00eds amb el futur i el m\u00f3n<\/strong>. En un m\u00f3n cada cop m\u00e9s complex i globalitzat, els estudiants necessiten una educaci\u00f3 que els prepari per adaptar-se i prosperar, m\u00e9s enll\u00e0 dels seus contextos locals. Reduir continguts compromet la seva preparaci\u00f3 per enfrontar desafiaments tecnol\u00f2gics, cient\u00edfics i socials, deixant-los menys equipats per innovar, ser creatius o resoldre problemes, o per ser resilients a reptes futurs.<\/li>\n
  6. Evid\u00e8ncia emp\u00edrica contra la reducci\u00f3<\/strong>. Nombrosos estudis, esmentats a l’obra, mostren que un curr\u00edculum ric en continguts millora l’aprenentatge, la retenci\u00f3 i el pensament cr\u00edtic. Societats amb sistemes educatius reeixits, com Finl\u00e0ndia (al seu dia) o Singapur o Est\u00f2nia, m\u00e9s recentment, han prioritzat la profunditat i l’amplitud de continguts, demostrant que m\u00e9s contingut, ben estructurat, condueix a millors resultats acad\u00e8mics.<\/li>\n<\/ol>\n

    En definitiva, malgrat que reduir continguts al curr\u00edculum pugui semblar una soluci\u00f3 immediata a problemes com la sobrec\u00e0rrega curricular, o que se sentin cants de sirena que advoquen per una retallada curricular dr\u00e0stica (en hores de mat\u00e8ries fonamentals i en temari), al preu d’un curt termini que maquilla la realitat acad\u00e8mica, no ens fem trampes al solitari: els costos a llarg termini per a l’aprenentatge, l’equitat social i la preparaci\u00f3 de les generacions futures s\u00f3n massa alts. En comptes de reduir, hem de treballar en curr\u00edculums m\u00e9s eficients, complets, rellevants i ben organitzats que brindin oportunitats a tots els estudiants, per aconseguir aix\u00ed un acc\u00e9s a una educaci\u00f3 completa i de qualitat.<\/p>\n

    \n
    Refer\u00e8ncies:<\/strong><\/h6>\n

    Bunge, M. (2019). Filosofia de la tecnologia.<\/em> Barcelona: Institut d\u2019Estudis Catalans-Edicions UPC. https:\/\/upcommons.upc.edu\/handle\/2117\/169030<\/a><\/p>\n

    Di\u00e9guez, A. (2024). Pensar la tecnolog\u00eda.<\/em> Barcelona: Herder<\/p>\n

    Willingham, D.T. (2021). Why don\u2019t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom.<\/em> Hoboken, NJ: John Wiley & Sons.<\/p>\n

    \n

    T\u00edtol: <\/strong>Developing Curriculum for Deep Thinking. The Knowledge Revival<\/em><\/p>\n

    Autors: <\/strong>Tim Surma , Claudio Vanhees , Michiel Wils , Jasper Nijlunsing , Nuno Crato , John Hattie , Daniel Muijs , Elizabeth Rata , Dylan Wiliam , Paul A. Kirschner<\/p>\n

    ISBN: <\/strong>978-3-031-74660-4<\/p>\n

    Editorial: <\/strong>Springer Nature<\/p>\n

    Idioma: <\/strong>Angl\u00e8s<\/p>\n

    Nombre de p\u00e0gines: <\/strong>99<\/p>\n

    Data de publicaci\u00f3: <\/strong>2025<\/p>\n

    Desc\u00e0rrega gratis<\/strong>: https:\/\/link.springer.com\/book\/10.1007\/978-3-031-74661-1<\/a><\/p>\n

    \n

    Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

    Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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