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For All Worldwide, A Holistic View

(All chapters are intended for continuing revision)

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(Last revised, Mar. 1, 2008)

Volume I - Preface and Introduction

Note at the end here the preface and an introduction in Chinese


**The term cyberspace is here mostly referring to the Internet and Web and we would prefer here to  have replaced all the terms like virtual space and hyperspace with 'education space.'  Note also that the blackface and italics are the author's and for emphasis and are  not from quotations.)'

Redesigning society requires truth (through science and education), plenty (through economics), the good (through ethics and morality), and beauty and fun (through esthetics) --Michael Marien in review of Stanford Univ. Press book, Redesigning Society.

As the artificial walls of our great universities come tumbling down through technology, and as electronic networks expand the reach of university campuses, the range of influence of higher education will increase. .. The teaching of the best professors…will be available...to anyone who wants to learn. -- John Sculley

"I would try to set up a national institute for educational policy that does serious research."--Joel Klein, New York City Schools Chancellor,

This online book is not to advocate or make proposals but to stimulate LONG RANGE visionary thinking about alternatives for the bringing of essential lifelong learning to everyone in the world; and the central role of universities in making a global education system possible in the 21st century. See: <www.nas.edu/ssb/btfmenu.htm>. An interview article describing the purpose and method of these chapters can be found here at the end of the acknowledgements section. Notice also the `wiki university' discussion at <http://meta.wikimedia.org/wiki/Wikiversity> and Global University  developments in many countries (1.2.6 here) and the `integral  university' idea <http://www.integraluniversity.org/>...

NOTE: the Hewlett Foundation Center for Universal Education <www.ewlett.org/> (especially for girls for whom learning is not available or who are denied education; ) and Senator Hillary Clinton of USA's proposed `education for all' 2008  legislation; and the chapter here on free electronic regularly updated textbooks that can be wirelessly  downloaded to developing world computers, such as t he X-O now being given to some of the poorest children in the world. (See 3.7)

ONE THESIS: Pink (2005) proposes that the logical and precise `left brain' information age will be followed by a `right brain'  creative age "ruled by artistry, empathy and emotion;" a quality of life age of creativity. We suggest that (next then?) a transdisciplinary `left-brain-right-brain-plus-collective intelligence' age will focus on the uniqueness of each individual, not only his/her quality of life, talent development, creativity, imagination and thought, but on a life-long learning global society that uses continually emerging new and more powerful technologies to solve global and personal problems. for example, a global justice system that can cure offenders--and cynicism `that I can do nothing about it'--and ignorance much as mental illness now can be treated medically. Meanwhile the greatest catastrophe humanity faces is increasing global poverty.

A FIRST STEP: What kind of planning is now needed to prepare for extending the Internet to every developing world neighborhood, first for lifelong education and health care, and then for reconstructing human society from the bottom up, beginning with empowered co-op neighborhoods that are designed for a richer human life for everyone? (Note, volume III here on the technology to accomplish that.) A European education specialist who has worked in fifty countries for the World Bank, UNESCO and other international agencies has concluded that the transformation of education is crucial, is possible, and is slowly happening, and that "the only chance for education in the future is to utilize new learning technology efficiently and appropriately." He says that he is sure that the global basic education problem--of providing essential learning and skills to everyone on the planet--can be solved. "We have all the social, economic and technical resources to do it today.  The reasons society has not done it are political and because education bureaucracies cannot yet face up to the fact that an entirely new learning system is needed...based on new discoveries about brain, mind and how people really learn (See volume three here).

An effective global education strategy and system will require global-scale research involving all nations, and this means more than is currently used by the Global Atmosphere Modeling System, or the Earth Simulator in Japan. The World Bank has since 1972 spent over thirty billion dollars in efforts to reduce poverty in the developing world, with little achieved, a former UNDP official says, because of a fundamental need for education before other projects will work. Developed nations spend $4-5,000 a year per child, the developing world $150 to $200 per child. The only solution, he and many others say, is to use the Internet to provide essential learning resources to desperately poor areas and schools, especially wherever existing schools are inadequate or do not exist.. (Swahn 2001) The 2004-05 World Summit on the Information Society (1.1) has developed plans to do this. The United Nations have in 2005-05 been working on a plan to make this possible.

A global education system can raise the economy of the whole world, and bring prosperity and a richer life to everyone on the planet...now that knowledge is wealth. For some inspiration see: <http://main.edc.org/>.

Many who begin to look at possible futures for global  lifelong learning are frustrated. Can integrated, holistic, well-planned alternatives be proposed as a place to begin discussion and planning? Architects use computer modeling to design campus buildings, but where are adequate computer simulations and models of the academic side of learning, teaching, researching and preserving humanity’s enlarging cultural heritage? As humanity moves into a time of global education--cradle to grave--planners need blueprints for lifelong educational systems and structures so that new possibilities can be examined to provide adequate education for everyone on earth in the 21st century. How can essential trust be developed? (Luker 2002)

Our goal in these three online volumes is to provoke discussion and a quest for new ideas and vision, especially for the agenda for a comprehensive global planning process online. (See 3.10) The needed global electronic learning system must be built up from the bottom rather than imposed top-down. J. F. Rischard in High Noon, on the basis of his extensive World Bank experience says that essential  planning is not likely to be done by governments and international agencies alone, but rather through international networking. We seek here to develop a conversation about that.                  

Those who need help in shaping a transdisciplinary research-based holistic lifelong global learning philosophy and strategy could be helped by the vision, mission and projects of the Learning Development Institute.  It "promotes--through research and action--learning in its broadest sense, recognizing its multifaceted nature, ensuring the integrity, completeness and inclusiveness of the learning environment at large, and supporting the emergence and evolution of dynamic learning communities around the world. In serving the various communities mentioned above, LDI's focus is a transnational one. It is particularly interested in contributing to equitable use of all available resources for learning worldwide." A more extensive reference to LDI and its multiple connections can be found in the notes at the end of this third volume preface.

Our three online volumes  are offered free to readers--especially those in the developing world. (Readers interested in learning--as an aid to developing world poverty areas and villages--have found it helpful to begin reading in volume two, chapter seventeen.) Our chapters are available  here online so that political and education planners everywhere can help revise and update what is outlined here for an informed public and learners. We here ask questions, being a survey of literature and text that becomes a sort of annotated bibliography. The hope is to keep updating and expanding these volumes until--perhaps in time with many collaborators--(readers and faculty)--this can become a useful experiment towards an online textbook (3.7) on global education. UNESCO has offered a book with case studies

Theme and another thesis: We here invite the reader to join with us in exploring some underlying ideas, seeing idea here, as in all contemporary science, as still rather primitive.. Rather than being at the `end of history,' human history is still just beginning and still discovering vision. goals and technology that can transform and improve...

(1)  The United Nations charter at its founding, that all nations signed, required compulsory education for all the children in the world. UNESCO and the International Telecommunications Union have declared `education for all' as a goal, and  much is now underway to accomplish `lifelong learning for all.' The development for everyone in the world of adequate lifelong learning, needed for this information age--and its successor age of creativity--may require large-scale research and experimentation of a scope--like that spent on health and NASA in outer space--which humanity is not prepared to fund. So we need to examine less expensive efforts that can be accomplished through the Internet. For example, funds are not yet in place to create a master annotated catalog of all online courses all over the world that are internationally available. There are not yet funds to create a massive online global library; but all existing course catalogs on the Internet can be linked and cross-indexed; and all online digital libraries can be linked. So we not only here report projects and experiments, but also ask if much cannot be done-- in advance of global-scale funding--through online teamwork and links. Perhaps it can become a major concern and action area of college students worldwide.

(2) Humanity’s fundamental problems are interrelated and are closely tied to our earth. In education and elsewhere, humanity must find holistic solutions that are transdisciplinary. Each separate problem and crisis cannot be adequately resolved alone so teamwork is crucial to deal with the total ecology of education. This will require much larger, holistic views. Plans to implement in the next half century should be made now.

(3) And most important, it is our thesi for discussion  here that planners should acknowledge their fundamental ignorance, that all of us really know very little, at least beyond our own specialization.! Even the greatest scientists and scholars--however expert they are in their limited area--need to recognize how little they yet know. Perhaps we have moved from the childish era of the human race into an adolescent era, and one characteristic of adolescence is being `know it alls' who do know yet recognize our need for humility in the face of a vast outer and inner space  universes humans are only beginning to explore. The antidote to human ignorance is not defensive arguments about our positions, but a readiness for much more research and experimentation. We propose here in Volume II that we  more research in how to educate everyone, and also larger-scale  research on how to improve research itself on learning.

(4) The old education paradigm of transferring information into the mind of the passive learner--often by memorization--must give way to new and technology-empowered ways to think creatively, to communicate, to learn and to make decisions, a thesis and conviction to be explored in volume 3. Note:for a free global learning system in 34 languages and continuing discussion of it at <http://home.learningtimes.net/learningtimes?go=390675>.


Universities, education researchers and global education planners are not yet adequately helping human society, as it becomes global, to deal with overwhelming problems such as terrorism and :

(a) the lack of political ability and will (including in educational establishment politics) to get agreement on how to tackle major long range problems that are becoming crises. (See Volume II) For example: the 2004 discussion of university accountability.

(b) The lack of an adequate agreed-upon global policy, plans, procedures in global education, although the UN, UNESCO, and International Telecommunications Union have made a good start).

(c ) Millions of children are dying unnecessarily of hunger and disease. Huge numbers lack the learning opportunities essential for developing world people solve their own problems and meet their own needs.

(d) The ecological erosion of the planet requires better learning for all, everywhere . Some experts think humanity may have only fifty years or so to solve such issues as global warming. Rischard thinks twenty.

(e) Humanity also faces a dangerous social erosion, a kind of `cultural desertification, as has been seen in 
in the cutting off of the arms of babies in Sierra Leone;
-- the mass rapes in Darfur, 
-- the powerful organized crime syndicates especially in areas where; unemployment up to 50 percent.
--Other problems also lead many of the young into graft, terrorism and organized crime; the social erosion in countries where dictators have pocketed billions of dollars while letting the roads and infrastructure of the country deteriorate to an unusable state (unpaid soldiers looted a major university, stealing all the plumbing fixtures, roofing and other materials to build houses for themselves, etc.)
-- In many parts of world there is serious political erosion. In such problems are roots of terrorism and many of these social crises are made possible by public ignorance.

(f) Further, the Union of International Associations (UIA) <www.uia.org>  has identified over 26,000 serious problems that humanity faces, many of them generally neglected and avoided rather than confronted because many will require global-scale solutions. Universities are often at the center of the avoidance, especially when academics say, for instance, that “it is our job to teach about and do research to increase food production and its quality, but not to undertake the actions and help develop the policies needed, for example, to get adequate food into the mouths of every child in the world.

Perhaps if the universities and researchers of the world worked more closely together--as is now possible and happening through the Internet and Web--the invisible emerging `global education system for all in virtual space/cyberspace could become more problem-centered. How? (3.10) First of all; through networking and links, as will be discussed here  Perhaps only one or two people may in any one place are concerned about one of those 26,000 problems. But when linked together, and to the major publications and organizations that publish research and action plans in that area, more effective work and action by individuals and local groups could be possible. It is not only academics that are often frustrated because they get hundreds of personal requests for money from ecological and other such organizations. Few academics have the time or money to support so many
   . One group is interested in `saving the whales. for example,’ but from a global learning perspective shouldn’t all ecology organizations in the world come together--as the United Way does in American cities--for a more holistic `saving the oceans’ approach, for example?
     Would more holistic approaches require differently structured learning? Education institutions are carrying too much baggage, such as political crises and interference, the narrow vision and personal priorities of education bureaucracies and the efforts of educators who use the new technology to do the same old things in the same medieval-lecture old ways. The 2007 State of the Future report (Glenn 2007) says that lifelong education may become a civic duty, not just a personal option for keeping one's job or improving income and asks: Why spend hours memorizing math formuas  when the answer to a problem
is isntantly available on demand?


John Sculley, when president of Apple Computers, predicted that “the universities as networks of interdependence” are going to be at the center of a new renaissance. Most educators are more modest in their expectations--in fact too many are smug about ineffective schools and universities, yet just as banking, entertainment, business and politics are being transformed by information technology, something remarkable is happening globally in education. It may the middle of the 21st century before we can be sure whether it is true that all human institutions are going to be transformed. Yet even before the next wage of technology arrives Dertouzos (1997) proposed that it will revise “deeper aspects of our lives and of humanity” such as how we learn and how better to teach and learn. (See Volume III).

Why use the term `university' in development of adequate education for all in the world? Because lifelong education needs to be rooted in research, and styles of research in which everyone is a partner. (See volume II)

Meanwhile, three beginning draft online volumes here propose some agenda items—questions, not answers— for those who plan for and seek to give some direction to the expanding use of astonishing new technologies for international lifelong learning. Such developments are multiplying in the 21st century so fast that it is difficult to keep up with them. a multitude of conferences are examining one or more aspects of electronic education (many online) such as HEKATE, the Higher Education Knowledge and Technology Exchange. <http;//www.hekate.org> It has sought to bring together `technology and higher education professionals'-- together with leading thinkers from commercial environments-- to ask "what we want education and training worldwide to be in 2010?" On of its initial projects was TERI, the Technology  in Education, Research and Instruction Index, "an international index of `best practices.

What should be proposed and discussed (we ask in chapter 1.4 and 3.8.1) in an online conference--involving thousands of concerned leaders and learning specialists all over the world--to deal with the implications of social-hurricane challenges described here in 1.1? Perhaps a global-scale online planning conference should begin with the proposal of John R. Campbell,  president emeritus of Oklahoma State University, that because of rapid change and uncertain futures for  education there should be--at the heart of every university--a transdisciplinary team that draws upon nearly every discipline in exploring possible new visions and plans for global lifelong learning. One possible place to begin:, he suggests here (1.10.1), is reviving the `land grant university’ vision and apply it to the entire world. These local teams could then be linked as a global planning system.

Will a global virtual `lifelong learning system’ consist of linking whatever global learning infrastructures come into being in and beyond virtual/cyberspace? (1.2). Maybe the as yet invisible worldwide lifelong electronic system is already beginning to appear in the increasing Internet inter-connections among of scholars in many disciplines from all over the world, in thousand of distance education courses on line, and in joint research projects. Paul Miller, former president of West Virginia University and of Rochester Tech., suggested--in a brain storming session--that a pilot project to transform one existing major university into a segment of a truly global learning system should begin with a three-year study by fifty highly qualified people, one third from the that university; another third from the public sector and community; and the third should be outside experts. Together they should to explore what skills future learners will need in the next two decades and many other questions raised here. Where else can a process be initiated to intelligently and relevantly “reform humanity’s entire lifelong learning system begin? Could such discussions be more helpful if there were large-scale computer models of various alternatives; much as there are global economy and weather models?”

While beginning locally in many places, involving all facets of a community, all such future planning groups might be linked globally on the Internet, using a tested process described here in the Collective Intelligence section (2.4.1) and elaborated in 3.10. Together then, global-scale planners everywhere could contribute to a learning database, sharing ideas, dreams, questions and case studies to develop wisdom about possible ways to restructure education. Perhaps such planners need a global `observatory’ to get a vision of new possibilities as the planet itself is seen from a satellite?

Questions? Theoretically, a `virtual global learning system worldwide' would need to create  communities of learning, to pass on our heritage of knowledge, and to create new knowledge through research and serve humanity. It is important to note (Creighton and Buchanon 2001) that “distributed learning technologies (should not be) just an addition to campus offerings, but (also) a way to strengthen the campus experience and better serve the existing student population.” (See 3.4.1) How can the traditional university’s share of these tasks be better done, especially to improve the life quality of everyone in the world? By reform and restructuring?

Are entirely new learning theories and global structures required? James Bailey (1996) early pointed out that humanity’s most vexing problems “center on certain systems of enormous complexity. The systems that host these problems…appear to be as diverse as the problems;” for example, economies, ecologies, nervous systems, political and weather systems. Can larger research strategies deal better with complexity? Bailey went on to report that scientists “focus increasingly on questions of social and biological patterns.” Using computers to study the patterns of environments and other areas of complexity shows “both that there is a pattern to life and a life to patterns.” If, he said, we imagine humanity’s vast number of decision-problems as an ocean, with the more complicated ones at increasing depth, we are so far only within a few feet of the sea’s surface. To go deeper now in how to provide learning for all requires us to start afresh with the more powerful technologies that soon will be available. (See Dertouzos 2000) “Everything, including thought itself, is up for reconsideration.” Four words are suggestive below as we consider how to begin to rethink global learning (and  even the word `education' needs to be re-thought..


A first important word is `emerging.' We cannot as yet be sure what is already inevitably happeing (for example in future technologies), or how important it is going to be. Some scholars foresee a change in all human institutions more fundamental than anything humanity has experienced in five thousand years, a cultural and institutional transformation more radical than the agricultural and industrial revolutions combined. (See for example, Sutton 1990; Singhal and Rogers 1989, Dertouzos 1997, 2000 and  Pink 2005.). It is crucial now for `global educators' to begin planning for at least a half century ahead. Otherwise the global learning system in cyberspace may be a `kludge’ as are many increasingly ineffective educational structures.

The Paris 1998 UNESCO global conference on higher education decided and declared that “On the eve of a new century,” there is an unprecedented global demand for learning. This raises great challenges and difficulties “related to financing, equity, access, improved staff development, skills-based training, enhancement and preservation of quality in teaching, research and services, relevance of programmes, employability of graduates, establishment of efficient cooperation agreements “and equitable access to the benefits of international co-operation.”

At the same time, that conference of leading educators declared that “higher education is being challenged by new opportunities in relating to technologies that are improving the ways in which knowledge can be produced, managed, disseminated, accessed and controlled. It was asserted that “the second half of the 20th century “will go down in the history of higher education as the period of its most spectacular expansion: an over six fold increase in student enrolments worldwide, from 13 million in 1960 to 82 million in 1995. But it is also the period which has seen the gap enlarge between industrially developed and the developing countries. . .with regard to access and resources for higher learning and research.”  Hopefully now `sharing knowledge, international co-operation and emerging technologies can offer new opportunities to reduce this gap. In 2005 and 2006 UNESCO began a series of online conferences on extending better education everywhere in the world with informed people in more than 87 countries participating.,

 Higher education has given ample proof of its viability over the centuries and of its ability to change and to induce change and progress in society.”’ Now society has become increasingly `knowledge-based,’ which means that  learning and research are now essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and nations.” Higher education itself, the UNESCO conference concluded “is confronted therefore with formidable challenges (such as learning for all) and must proceed to the most radical change and renewal it has ever been required to undertake, so that human society, which is currently undergoing a profound crisis of values can transcend mere economic considerations and incorporate deeper dimensions of morality and spirituality. Therefore there must be a process of in-depth reform in higher education worldwide.” Further, the declaration urged that the reform be based on the principles of the Charter of the United Nations, the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights, and the Universal Declaration of Human Rights which declares “that higher education shall be equally accessible” to everyone in the world “on the basis of merit; and . . .individual capacity.” It drew upon planning at global conferences that have called for lifelong learning.

Also it was declared that “the solution of the problems in the twenty-first century will be determined by the vision of the future society and by the role that is assigned to education in general and to higher education in particular. Perhaps we limit the use the word `education' for existing institutions and programs.


A second key word is electronic, chosen here to include all the digital technology (the `$100 X-O computer' for all the children in the world who lack adequate education,  and its mobile successor, satellite, optic cable, software, online textbooks for content, wireless connections CDs, embedded microchip, networking and much more) that is coming together, converging to make possible the cooperative exchange of research and new ideas and needs on a global basis, including the virtual global-scale lecture hail, science lab, concert hall and drama stage. The word `virtual space’ and others are used here, but there is as yet no term adequate for the `space’ opened to education by the technology that those planning for global lifelong learning should have within twenty or so years.

Here from volume to volume is a discussion of global scale tools, modeling and simulations, electronic network links to data bases, to peer-reviewed publications and researchers in each sub-area; and technology to link organizations, inter-related areas in various disciplines and research projects, co-laboratories, action/information networks and `Observatories’ to record and publicize projects and what needs to be done next.

Yet as we confront the possibilities of more powerful forthcoming technology, we are, to use a phrase of Arthur C. Clarke’s, like fish trying to imagine fire. If some new kind of global lifelong learning structure is coming into existence it is propelled not only by the new opportunities provided by communications technology, but also by the desperate needs of underdeveloped areas for better research, political action, and learning opportunities.

This online book draft is an effort to gather together and summarize scattered research reports and to report experiments and demonstrations that suggest that a worldwide electronic lifelong  `university' is emerging at the center of a global electronic learning system.. Here are included a beginning introduction to reports, case studies, issues and questions. Left out here are detailed descriptions of technology, although some is included. It is difficult to write both for those who have been too busy to keep up with technology and also for those who are experts in one phase or another of what is reported here. It is even harder to write both for the public and for educators in  less privileged countries—where many are eager to find out whether or not the electronic sharing of courses can help solve some of their problems. This project can become more and more useful only as it adds more and more links.

It is, in any case, a mistake to begin with the technology. We first need to decide how lifelong learning can and should be restructured--or begin anew--in order to meet the needs of six to ten billion future learners in an increasingly global society; and then develop the technology that best serves those ends. It is important for ever learner to have a pencil, when pencils are the best available technology tool, so it is perhaps important for every learner now to have a simple computerized learning instrument until its successor for learning is mass produced,  but too many educators are busy providing technology without adequate attention to their use to improve real learning. (In 2005 India was exploring how to produce one at low cost.)

A Global Vision? Can we begin with a vision for global problem centered education that is suggested by these goals which are now technologically feasible but that require a `learning society:'

--providing adequate food for all the world’s people. See <www.fao.org>

--providing health care, housing and economic security for all. See: <www.who.org>

--restoring the ecology of the planet. <http://www.ibiblio.org/astrobiology/index.php?page=lesson03>..

--providing justice for all people through a global governance system adequate to solve conflicts,  <www.digitalgovernance.org>

--accomplishing the goals set in the United Nations Declaration on Human Rights. See,  <http://www.martus.org/>

--ending poverty at home and abroad. <http://www.law.unc.edu/Centers/details.aspx?ID=425&Q=3>..

--and learning for all to accomplish the above goals and more. See: <www.unesco.org/

More important than the technology is the “expanding global research community” (2.1) that technology can enable. Technology can put more power in the hands of learners and researchers--collective intelligence--to further such goals—based on right combinations of cost effectiveness as well as `learnability’—rather than merely using technology developed by non-educators or by commercial interests.


A third word is university, a word that includes “universe.” Global higher education has been a crucial foundation for the emerging information-and-knowledge-based global society. Historically, the end of the twentieth century was a time comparable to the twelfth century when the rise of the university in Western Europe helped enable the Renaissance of learning and the birth of western science. The word university first referred to a guild of students, then to a guild of scholars. From the beginning the universities were international. Students often traveled in search of the course they wanted, wandering from country to country much as some now explore the “electronic highways.” The future lifelong global electronic university can enable primary school pupils and the elderly to do that from home.

The original western universities had very little organization, although there was a vigorous intellectual life. At Paris, for example, the university “was not founded, it grew” (Haskins 1927). Its first charter simply recognized a body of students and teachers that already existed. Similarly today, no international government agency is establishing a new global system for lifelong learning. Yet the global electronic lifelong learning system may be emerging and is closely related to concerns of leading educators. (For example, see Bok 1990; Dertouzos 2000 and the books of Duderstadt.) Tens of millions of people of all ages are already participating in distance education, open universities, and other electronic learning networks. As such programs expand globally, sharing of information and courses can be a much more affordable form of aid to the Developing World. Indeed, World Bank consultations at the turn of the century have proposed that `education for all’--made possible by the Internet--may be humanity’s best chance to end poverty. Ivan Trujillo (1988), administrator of the Universidad de Los Andes in Bogotá, Colombia, once pointed out that inflation and interest on huge foreign debts were having profound impacts upon education in Latin America. Whereas in the 1960s it had been possible to send large numbers of gifted Latin American students abroad for graduate studies, it was becoming prohibitively expensive to do so. At the same time a “dangerous information gap” began to cause developing nations to fall far behind. Scholars in Latin America, he said, and their universities often could not even afford the increasingly expensive scholarly journals that are essential if they are to keep up with current developments in their own fields of research. So perhaps the best solution for Latin America, for instance, is to enlarge electronic inter-connections between Latin American universities and those advanced learning centers in the rest of the world. But how is that to be structured? Administered? Are existing higher education traditions a barrier?

Trujillo also pointed out that Latin Americans had to confront an already static idea in which universities were almost a luxury, a place to educate an elite. As the universities of East Asia, North America, and Europe expand their electronic connections and learning programs, he said, Latin Americans also “wants in.”

So `Universal’--alongside lifelong--is a fourth key word. Higher education has been slowly coming to terms with the emerging global society, but many educators do not yet seem to be concerned that the shape of the global virtual lifelong learning may be determined or strait jacketed by global non-education forces such as business, technological developments, and pressing government priorities. It is therefore crucial that attention now be given to discussion and development of the goals, priorities, values, and philosophy that ought to govern global lifelong learning system. It is hoped that a great deal of academic freedom can be maintained in the sharing, cooperation and balance between government, academia, volunteer and private educational organizations, and the business corporations involved in continuing education, so that no one of these commercial or bureaucratic forces will dominate. This requires replacing cumbersome, bureaucratic institutions with flexible networks in which scholars and learners can link themselves together on a global basis.

New possibilities and concerns about structuring global electronic lifelong include and therefore the first chapters of this volume focus for purposes of discussion on:

(a) possible organizations and administrative structures for global education;

(b) for coping with the exchange of courses from one country to another,

(c) on standards for recognizing degrees, awarding credit towards degrees (as in 2004 happening in the European Union), funding, and then about ethics and values. (Volume II) For example, how can sharing between the First and Third Worlds be best accomplished without colonialist interference? What philosophical principles should underlie a global lifelong education system, including attention to illiterates?


The UNESCO 1998 higher education conference declared that priority should be given to research to contribute to the sustainable development and improvement of society as a whole; should educate highly qualified graduates and responsible citizens able to meet the needs of all sectors of human activity, throughout life, giving to learners an optimal range of choice and a flexibility of entry and exit points within the system, as well as an opportunity for individual development and social mobility in order to educate for citizenship and for active participation in society with a worldwide vision; plus relevant expertise to assist societies in cultural, social and economic development; to help understand, interpret, preserve, enhance, promote historic cultures in a context of cultural pluralism and diversity; to help protect and enhance societal values by training people in democratic citizenship; and by providing critical and detached perspectives to assist in the discussion of strategic options “and the reinforcement of humanistic perspectives.”

UNESCO <http:// www.education.unesco.org/educprog/wche/presentation.htm>  proposed that each higher education institution should define its mission according to the present and future needs of society. It should be conscious of the fact that lifelong learning is essential for any country or region to reach the necessary level of sustainable and environmentally sound economic and social development, cultural creativity nourished by better knowledge and understanding of the cultural heritage, higher living standards, and internal and international harmony and peace, based on human rights, democracy, tolerance and mutual respect ...and academic freedom take into account the need to abide by the rules of ethics and scientific and intellectual rigor, and the multi disciplinary and transdisciplinary approach. <http://www.ceptualinstitute.com/genre/benking/ifsr/IFSRnov98pp.htm

So isn’t there need for a global learning-research design, (even computer simulation models) with long range goals and including action research for getting things done Can that be well done, however, without first giving attention to values and fundamental goals? We await the  results of the follow-up of UNESCO `virtual university' conferences..


UNESCO’s 1998 global higher education vision included: equity of access with no discrimination on grounds of race, gender, language or religion, or economic, cultural or social distinctions, or physical disabilities in partnership with all levels of education, starting with early childhood and primary education and continuing through life; in active partnership with parents, schools, students, socio-economic groups and communities. It should also enhance the participation of women. Higher education, the UNESCO declaration said, should “reinforce its role of service to society, especially its activities aimed at eliminating poverty, intolerance, violence, illiteracy, hunger, environmental degradation and disease, mainly through an interdisciplinary and transdisciplinary approach in the analysis of problems and issues. “Ultimately, higher education should aim at the creation of a new society--non‑violent and non-exploitative--consisting of highly cultivated, motivated and integrated individuals, inspired by love for humanity and guided by wisdom.”

More diversified systems for lifelong learning need new types of institutions: local, public, private and non-profit, that can offer a wide variety of education and training opportunities: access to traditional degrees or accreditation, short courses, part-time study, flexible schedules, modularized courses, supported learning at a distance, etc. These are here discussed in Volumes Two and Three. “In a world undergoing rapid changes, there is need for a new vision and paradigm for lifelong education, which should be learner-oriented, learners who can think critically, analyze problems of society, look for solutions to the problems of society, apply them and accept social responsibilities “necessary to recast curricula to go beyond cognitive mastery of disciplines in order to facilitate the acquisition of skills, competencies and abilities for communication, creative and critical analysis, independent thinking and team work in multicultural contexts, where creativity also involves combining traditional or local knowledge with advanced science and technology.”

Qualitative evaluation, the UNESCO declaration said, “should embrace all its functions, and activities: teaching and academic programmes, research and scholarship... including internal self-evaluation and external review." It said that quality also requires that learning programs should be characterized by their international dimension: exchange of knowledge, interactive networking, mobility of teachers and learners, and international research projects, while taking into account varying cultural values and circumstances. The UNESCO declaration also said:

“The rapid breakthroughs in new information and communication technologies will further change the way knowledge is developed, acquired and delivered. Engaging in networks, technology transfer, capacity-building; developing teaching materials and sharing experience of their application in teaching, training and research, making knowledge accessible to all. UNESCO urged: “creating new learning environments, ranging from distance education facilities to complete virtual higher education institutions and systems, based on regional, continental or global networks, functioning a way that respects cultural and social identities. The principle of solidarity and true partnership amongst higher education institutions worldwide is crucial for education and training in all fields that encourage an understanding of global issues, the role of democratic governance and skilled human resources in their resolution, and the need for living together with different cultures and values.” The UNESCO recommendations are a helpful place to begin more comprehensive planning: “Partnership and alliances should be cultivated among stakeholders, national and institutional policy-makers, teaching and related staff, researchers and students, and administrative and technical personnel in institutions of higher education, the world of work, community groups in order to create a powerful force in managing change.” Also, non-governmental organizations should be key participants in global planning.. “Partnership, based on common interest, mutual respect and credibility, should be a prime matrix for renewal in higher education.”


The UNESCO declaration urged that governments, parliaments and other agencies establish the legislative and political framework for the reform and further development of higher education, taking into account the fact that education and research are two closely related elements in the establishment of knowledge. But will that happen? Innovative schemes of collaboration between  education institutions and different sectors of society might ensure that education and research programs effectively contribute to local, regional and national development. Learners, however,  must be at the center of reform efforts. Conditions necessary for the exercise of academic freedom and institutional autonomy should be strengthened. Access to lifelong learning in whatever form must remain open to all at any age, including older learners who do not have any formal secondary education certificates, "by attaching more importance to their professional experience." The concept of `bridging programs’ should be promoted to allow those entering the job market to return to studies at a later date. Now, what should planners develop to build upon and expand this UNESCO vision? All politicians need a larger global vision for the 21st century and research to that end is proposed in volume 2 here.

From now on in the 21st century the two major obstacles are money and political priorities. Since the United States does not seem ready to help much with either,  perhaps the best hopes for leadership  lie with the European Union?  

What we here call possible `models for global lifelong education are really just `ideas to stimulate discussion,' for which little serious effort has yet been made to create computer simulation models.' Nor is adequate attention yet being given to the  transformational `social hurricanes,' discussed in the first chapter, that are making drastic changes in education essential and inevitable.

Return to Table of Contents | Go to Chapter 1.1

Bibliographical Notes (all under continuing updating)

The Learning Development Institute (LDI) is a networked institution, which makes extensive use of the Internet for its networking purposes. A visit to the LDI Web site <http://www.learndev.org/> will reveal the rich community of researchers, thinkers, policy makers, practitioners and decision makers who collaborate in the framework of activities. Jan Visser, former Director at the United Nations Educational, Scientific and Cultural Organization (UNESCO) for `Learning Without Frontiers' <http://www.unesco.org/education/lwf/>  initiated the effort to create LDI and has coordinated its development since its inception. Jan Visser can be contacted at < jvisser@learndev.org>  or by fax at (1-520) 569-7978 or (44-870) 125-7432.

Bailey, James. 1996. After Thought: The Computer Challenge to Human Intelligence. New York: Basic Books.

Bok, Derek. 1990. Universities and the Future of America. Durham: Duke University Press.

Campbell, John R. 1988. Redeeming A Lost Heritage. East Lansing: Michigan State University Press.

Campbell, John R. 2000. Dry Rot in the Ivory Tower. New York: University Press of America.

Dertouzos, Michael. 1997. What Will Be: How The New World of Information Will Change Our lives. San Francisco: Harper/Collins.

 Glenn, Jerome et al. 2007 State of the Future. World Federation of UN Associations.

Haskin, Luker, M.A. 2002. "A Bridge for Trusted Electronic Communications in Higher Education." Wired, Jan.

Pink, Daniel H. 2005. "Revenge of the Right Brain." Wired, February

Sculley, Sculley, John. 1988. Odyssey. New York: Harper and Row.

Singhal, A. and E. M. Rogers. 1989. India’s Information Revolution. Newbury Park, Calif.: Sage Publications..

Sutton, Francis. 1990. The World to Come. New Brunswick, N.J.: Transaction Publishers.

Swahn, A.L. 2001 "The Design for a New Learning Style." UNESCO proposes, learning to do, learning to be, learning to know and learning to live together. Available only from author.

Trujillo, Ivan. 1988. “Academic Computing.” Educom Review, Summer.


前言 开创教育的未来



                        ---马林(Michael Marien)对斯坦福大学出版社《重塑社会》一书的书评

当大学的人造围墙在科学技术的冲击下岌岌可危之时,在电子网络无限延伸校园功能之时, 高等教育的影响将会扩大……任何有学习愿望的人都能体验到最优秀的教授的授课。

                        ---斯库雷(John Sculley




一个主题: 平克(Pink 2005 提出,继逻辑的、精确的“左脑”信息时代接踵而来的是由艺术、感怀、情感为代表的“右脑”时代,一个注重生活质量、生命质量的时代。我们提出超学科的“左脑—右脑—集体智能” 时代的到来。这个时代不仅重视每个人的独特性,不仅关注个人的生活质量、生命质量、个体才能的发展,创造性、想象力和思维能力的提高,还更关注建构全球全民终身学习社会,利用层出不穷的强有力的新兴技术来解决全球和个人的问题。举例来说,是否可以建立一个社会公正体系来救治社会反叛者、愤世嫉俗者,救助无知者, 就像精神疾病现在从某种意义上可以得到医学救治那样。

第一步:我们现在需要考虑怎样规划才能将教育延伸到每一个发展中的社区,首先要满足终身学习和健康的需求,进而以有自我推动意识的合作社区为出发点,自下而上重建人类和谐社会。一个曾经为世界银行、联合国教科文组织和其他国际机构在世界上50 多个国家工作过的专家认为,教育的升华是最关键的,也是可能的,并正在悄然兴起。他认为“未来教育的唯一机会是有效地和适当地利用新兴学习技术”,他相信为地球上每位公民提供最基本的学习条件使其生活技能的问题是能够解决的,“现在我们具备所有社会、经济和技术资源来实现这一目标。我们的社会至今还没有这样做的原因是政治性的,也因为教育界的官僚还不能认清这样一个事实,即需要一个完全不同的学习系统。这种新的学习系统来源于对人脑、心智以及人们如何学习的最新研究(参看本书第三部)”。


1972年以来,世界银行花费了300亿美元对发展中国家提供援助,效果微乎其微。联合国计划开发署一位前任官员指出,在其它发展项目能够起作用之前,必须有最基础的教育发展项目作先导。发达国家每年儿童教育花费是人均4-5千美元,发展中国家是每年人均150-200美元。他和一些其他它官员说,唯一的解决方案是利用互联网为贫困地区和学校提供最基本的学习资源,特别是学校条件差或没有条件的地区(Swahn 2001)。2004-2005年信息组织世界峰会已经做出了这方面的规划,联合国从20052006年也一直在进行这方面的实施规划。



我们通过网络推出这一套关于世界未来高等教育三部曲的目的就是想激发有关新思想和新视角的讨论和探索,特别是探讨利用网络来进行整合的全球全民终身教育规划的过程和步骤(参看3.10)。所需要的全球电子学习系统必须是自下而上构建起来的,而不是从上到下强制下来的。基于在世界银行多年工作的丰富的经验,雷斯查德 J.F. Rischard)在《正午》中说:“最基本的规划不大可能由政府或国际机构做出,而更可能是通过国际上的基层人际网络关系做出。”


那些需要一些帮助来建立一种以超学科研究为基础的、整合的全球全民终身教育哲学和策略的人士可以通过查阅下述网站来了解学习发展学院(LDI)的愿景、使命和项目 <www.learndev.org> 。这个机构通过研究和行动促进学习,认识学习的多重性,保证学习环境的整体性、完整性、吸纳性,支持在世界各地纷纷出现的和逐渐成长的,很有活力的学习社区。LDI的核心是跨国性质,为上述各种学习社区提供支持,更注重向全球范围提供易得的学习资源的均衡利用,对LDI和其他多种链接可以查阅第三部前言部分的注释。







4)旧有的将学生看作被动学习者的灌输式教育的范式——通常只强调记忆——必须让位于利用新兴技术的支持来进行创造性思维、交流、学习和进行决策的新范式。这是我们在第三部要探讨的主题和观点。请查阅下述网站<http://moodle.com> 来了解用34种语言进行的免费全球学习系统以及关于该系统的持续讨论。


1.P.1  是否存在一个全球教育危机?

大学里的学者、教育研究者和全球规划者们对于日益全球化的形势下如何解决诸如“恐怖主义” 等下述一系列严峻的问题并没有对人类社会提供适当的帮助:




d) 只有世界各地的民众都能够更好的学习和接受教育,地球生态环境的恶化问题才能真正得到解决。一些专家们认为我们只有50年时间来解决诸如温室效应等问题。雷斯查德(Rischard)认为我们只有20年时间。






8 国际联合会(UIA)还进一步指出了26000项人类面临的严峻的问题。我们对于很多问题都持回避态度,因为正面解决其中的很多问题需要全球规模的解决方案。大学处在回避状态的中心,特别是学者们总是会说“我们的工作是研究和教授如何增加食物的生产和质量,并不是采取行动来研究出必要的政策来向世界各地的儿童提供足够的食物”。





1.P.2  全球终身学习大学

斯库雷(John Sculley),当苹果计算机集团总裁时曾预言到“大学作为互相依赖的网络将会是新一轮文艺/文化复兴的中心”。大部分教育者则持较保守的预期。但是当银行业务、娱乐、商务和政治的方式都被信息技术彻底改变了的时候,全球教育也在发生引人瞩目的变化。可能要到21世纪中叶我们就会确切看到,的确是所有的人类机构都在发生前所未有的变化。但是,即使在下一轮技术浪潮到来之前,我们的最深层的人类和人类生活的各方面“都会被改写”,比如我们如何学习,如何改善教学等(参看第三部)。


同时,这三部网络图书向大家提出应该讨论的议题(提出问题而非答案),供那些计划使用令人惊奇的新技术推行全球终身教育的人们思考,使他们有足够的信息资源来引领这个充分利用新技术的趋势。在进入21世纪后,如此神速的发展变化令人目不暇接。众多的论坛和研讨会在研讨电化教育的方方面面,诸如HEKATE,高等教育知识和技术交流会等等,都在寻求如何使技术和高等教育专业人士与商务界的顶尖思想家坐在一起研讨“2010年全世界的教育和培训应该和可能是什么样的?” 他们进行的初期项目之一TERI,教育和教学中的技术索引,列出国际上这方面的最出色的实践案例。

需要在网络论坛上提出和讨论的是——邀请数千名关心上述问题的领导者和学习研究专家——来研究对于社会风暴带来的社会变化对教育有什么影响以及我们应采取什么对策。(参看1.11)兴许,全球网络论坛应该以奥克拉侯玛大学(Oklahoma University)前任校长的提议作为开始。他认为,由于飞速的变化和不确定的教育未来,在每个大学中心,都应该有一个超学科的团队,从几乎每一个学科抽调人员,来探索可行的通往全球全民终身学习的前瞻性思考和规划。他提出一个可行性开端(1.10.1)可以是重振“赠地大学”计划并将这种作法推广到全世界。这些当地团队继而可以联接为全球教育规划系统。

真的会在网络内外产生虚拟的“终身学习系统”从而联接各个全球终身学习的基础设施吗?实际上,日益增长的,全球众多学科学者之间所进行的网络联系    和远程教育课程,以及众多合作研究项目已经预示着全球性虚拟终身学习系统的悄然到来。保尔·米勒(Paul Miller, 西弗吉尼亚大学和罗切斯特理工大学前校长在一个头脑风暴讨论中提出,应在一所重点大学进行一番为期三年的先期研究,组织50个杰出人士,三分之一来自本校,三分之一来自周围社区或公共机构,三分之一为系统外专家,这个团队一起探讨在下一个20年中未来的学习者需要有什么技能,以及本书中所提出的许多问题。





我们是不是需要新的学习理论和全球性组织机构?詹姆斯·贝利(James Bailey(1996)早就指出,人类面临的使人感到焦心的问题围绕着某些巨大的复杂系统,蕴含着这些问题的系统看起来像问题一样多样化,举例来说,经济、生态、神经系统,政治和天气系统。大幅度的研究策略是否可以更好地解决复杂性问题呢?Bailey继续报道说:“科学家越来越多地将侧重点放在社会和生物模型的研究上”,他们通过用计算机研究环境模式和其它领域的复杂性,指出“生命呈现出一种模式,同时模式也呈现出一种生命”。他说,如果我们想象人类的大量决策问题为海洋,越往深处问题越是复杂。我们现在讨论的问题只涉及水下几英尺深。研究更深层次的问题则需要我们利用将要到来的更强大的技术来重新开始,[参看德利欧索斯(Dereouzos2000]“每一事物,包括思想本身,都需要重新进行审视。”在我们重新思考全球学习,甚至重新审视“教育”这个词本身的时候,四个重要的词应该引起我们的注意:


1.P.3  什么正在悄然出现?

第一个词是悄然出现Emerging”(译为悄然出现才能体会这个字的含义),我们还不能准确说出什么必然出现,或者是这种新的出现(新生事物)有多重要。一些学者预言在各种人类活动的组织方式中将会出现5000年人类历史上前所未有的变化,这是一种比农业和工业革命加在一起都更加剧烈的变化和机构的巨变。[参看苏坦(Sutton1990, 辛格尔和罗根斯(Singal & Rogens,1989, 德利欧索斯(Dertouzos 1997, 2000 和平克(Pink 2005],关键的是“全球教育者”起码要提前半个世纪来开始规划,不然的话,空间的全球学习系统就会像越来越多的教育机构一样成为阻滞系统。






1.P.4 科学技术与人类学习的展望



但是,在我们碰到即将到来的更强大的技术所带来的可能性时,用克拉克(Arthur C. Clarke)的话来说便是鱼尝试想象火。如果一些新型的,全球终身学习的机制悄然而至,那将会不仅是通讯技术提供的新机会,还会是由不发达国家对更好的研究、政治行动和学习机会的强烈的需求所推动起来的。






——恢复地球的生态,参看(http://www.gaiabooks.co.uk/books/altals.html )

——通过全球公正系统妥善地解决世界上的冲突问题,参看( www.digitalgowernence.org





1.P.5  全球高等教育和终身教育所发生的变化

第三个词是“大学” ,一个包括了“宇宙”含义的词,全球高等教育是促成新型的以信息—知识为基础的全球社会的关键基石。从历史上看,20世纪末和12世纪末很相似,当时西欧大学的兴起促进了文艺复兴,(在20世纪末,全球高等教育的重组和创建全球全民终身学习社会将带来全球的精神和文化复兴,译者加)。最初,“大学”是指一群学生,后来扩大到一批学者,从最开始大学就是国际化的,学生总是到处寻求他们想学的科目,从一国旅行到另一国,就像我们现在通过电子高速公路搜索知识一样。未来的全球终身电子大学可以供小学生和老人在家里进行学习。

最初的大学虽然有很活跃的智力生活却没有什么组织。在巴黎,大学并“不是创建的,而是生长起来的”(Haskins 1927),第一个章程不过是承认已有的学生和学者群体,今天是相似的情形,并没有一个专门的国际行政机构在创立一个新的全球终身学习体系,但是全球虚拟终身学习系统正在悄然出现,并正在引起顶级教育家们的关注。[参看:博克(Bok 1990; 德利欧索斯(Dertouzos 2000)和都德斯塔(Duderstat)的书],数千万、上亿的老老少少已经通过公开大学,或是其它网络学习方式在接受远程教育。在这些项目向全球扩展的同时,共享信息和课程会成为对发展中国家最实惠的赞助。其实,世界银行在世纪之交已经提出利用互联网来进行全民教育可能是人类解决贫困的最后的机会。伊万·楚伊佑(Ivan Trujillo(1988),哥伦比亚洛杉矶大学的行政官员曾经指出经济危机/货币贬值和巨大外债利息对拉丁美洲教育造成了严重影响。在上世纪60年代,他们可以选送大量优秀学生到国外接受研究生教育,但现在由于费用过于昂贵而不容易进行了。同时危险的信息鸿沟开始引起发展中国家更加落后。他说,在他们的大学里,他们已经订不起学术期刊,这使得他们根本无法了解自己领域的最新进展。所以对拉丁美洲大学而言,最好的办法是扩大各大学的网络连接,同时和世界各地的先进的大学连网。但这该如何组织,如何实施呢?现行的高等教育传统是不是会阻碍这一发展?









1.P.6  联合国教科文组织高等教育宣言:高等教育的使命和功能





1.P.7 联合国教科文组织高等教育宣言:全球高等教育展望






1.P.8  优先行动方案





参考文献 (不断更新中)




厦门大学教育研究院 范怡红













2)托马斯·弗里德曼的扁平微缩世界理论——全球化3.0版本(Global 3.0


题为《世界正在变得扁平:21世纪简史》说道,在你我都在沉睡之时,世界早已进入了全球化3.0版本,即世界已经变为微缩的扁平的世界(Friedman,  2005。该书的出版在美国引起了很大的震动,并在2005年五月份跃为纽约时报畅销书榜首。哈佛大学、耶鲁大学、斯坦福大学、麻省理工大学等在四五月份相继邀请他到学校演讲,座谈,旨在让美国的青年精英对世界的现状和发展趋势有更深刻的了解。在书中弗里德曼总结了全球化的三个进程:





1、  89119日推倒柏林墙,使得人们能够看到世界全貌;

2、  199589Netscape浏览器的出现、微软Windows操作系统的出现和Dotcom的问世, 使得全球的通讯交流变得快捷,无障碍;

3、  全球工作流动:由于新兴的电子通讯技术,很多工作和地理位置已越来越缺少关联;

4、  外部承包:很多大公司将大部分工作承包给其他小型公司或个人;

5、  公司境外承包:很多大公司将大部分工作承包给境外的公司或个人。

6、  软件源码公开:软件业一直都有一股和微软公司相拼相斗的力量进行着软件源码公开的运动;

7、  供应连锁商:像沃尔玛之类的供应商把自己的连锁经营扩展到了世界各地。

8、  内接承包:像UPS 之类的公司, 虽然看起来是邮政快递,实际上内接了各种各样的工作和服务,正在发挥着鲜为人知的作用;

9、  信息网络给人们带来获取信息的方便和对学习方式的改变。

10、                    宽带网络,光纤电缆,无线联网,移动电话,低空环绕卫星等等正在带来真正的计算机信息技术革命。






            有线无线光纤通讯、互联网、万维网、2代、3代互联网络、流媒体录相、双向互动电视、专门用于教育的人造卫星、无线移动电话等,所有这些变化中的技术对知识的产生、组织、存储、传播、共享提供了无限的空间和前所未有的方便。虚拟教室、虚拟学校、虚拟学习社区、虚拟图书馆、博物馆等等应运而生,所有这些变化对如何组织,如何进行教学活动带来了巨大的挑战, 同时也提供了前所未有的机遇, 即如何整合地、创造性地利用现代化信息技术和学习技术来提供更适合学生需求和更适应不同学生学习特点的学习环境和学习条件。

            MIT多媒体中心和AMD, Brightstar, Google, News Corp, and Red Hat.等公司合作推出每个儿童一台笔记本电脑的项目,要在2005-2006 两年间研制出价值100美元的超低价笔记本电脑,并生产一到两亿台,通过各国的教育部提供给各国的儿童。这些电脑特别考虑到发展中国家和落后贫困地区的需求,在没有通电的地方可以利用太阳能电池或风力电池。由于社会上各种力量的努力和合作,全球全民终身教育和终生学习将会越来越有可能实现,而不只是纸上谈兵。



















1)  WebCT——成熟的师生互动的课程管理软件;

2)  Elluminate——成熟易操作的远程培训、会议、研讨和课程软件,提供音频、视频、电子白板三通道互动,已经使得地理、时间和位置的不同在通讯交流中和举办在线国际会议和课程已完全不成为问题。

3)  自我测试、评估软件——可以对学习风格、个性特征、职业生涯倾向、多元智能等进行自我测试,从而使学生更多的了解自己和自己的学习和认知方式和个性特点,更好地计划自己的学习和妥善地规划自己的未来。

4)  各种可以用于多种课程的动态模拟、仿真软件、可以为课程设置和组织带来无穷的空间, 为学生创造接近于真实的学习环境和条件, 从而极大地丰富学生在学习中的实践体验,更好的提高学生的学习兴趣。

5)  教学评估、学习评估软件、大型网络调研软件等等。



1)美国航空航天局星际儿童项目:The StarChild site is a service of the High Energy Astrophysics Science Archive Research Center (HEASARC), Dr. Nicholas E. White (Director) , within the Exploration of the Universe Division (EUD)  at NASA/ GSFChttp://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html


3)英国Vega 网站向广大中小学生提供最新的前沿科学研究的进展情况,互动的科研项目,世界各地名科学家讲座,等等:http://www.vega.org.uk/


5 麻萨诸塞大学微生物学家 拉夫雷(Derek Loveley)教授, 进行利用微生物净化环境污染的计划,该计划包含教育学院研究科技教学的教授,中学高中教科学的老师,使研究的成果能够在第一时间为中学高中生所了解,并使他们了解最新的研究方法,从而最有效地指导他们的科学学习:http://www.geobacter.org/

以上只是随便举几个例子,旨在说明世界各地都在探索如何利用现代科学研究的成果指导和促进各层次的教学和研究,在数码空间存在着几乎取之不尽,用之不绝的教育教学资源。如果我们有更多的领导人士认真考虑如何有效地挖掘和利用这些宝贵的资源,促进我国的教学和科研, 就会取得事半功倍的成果。


织,提高学习效率,为更多的学习者提供前所未有的学习机会。可惜的是目前国内对这方面的研究的重视程度还有很大的欠缺,特别是在高等教育领域。 通过阅读本书,作者会把我们引向一个我们知之甚少的技术如何影响教育的世界。从分析世界教育危机,描述社会八大风暴,畅谈构建全球终生学习体系,到如何面临未来科技的挑战,为一场悄然到来的革命绘制蓝图,继而谈到全球虚拟图书馆,面对面学习社区,全球多元文化虚拟大学,全球虚拟研究性大学,又谈到全球社区学院联合组织,最后,作者呼吁需要在世界范围内有类似于1863年美国“赠地学院计划”和二战后复员军人教育法案一样的世界规模的高瞻远瞩的大型规划和方案, 才能解决世界教育危机, 为全球全民教育,终生学习开创崭新的局面。







Friedman T.L. (2005) THE WORLD IS FLAT: A Brief History of the Twenty-First Century
            Farrar, Straus and Giroux.



EDUCATION:For All Worldwide, A Holistic View, http://ecolecon.missouri.edu/globalresearch/chapters/index.html


The Future of Higher (Lifelong) Education: For All Worldwide: A Holistic View
For more information contact Parker Rossman
July 12, 2006 -- Copyright © 2002-2005 Parker Rossman