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Theories, Models, Methods, Practices, Case Studies

The C2City Knowledge Center is led by experts engaged in developing a diverse set of tools and materials, culminating in a knowledge portfolio that supports the set-up of a full-blown Education City.  These materials explore the theoretical, pedagogical, economic, organizational, and ethical facets of the Education City concept.

Regularities

Adjusting School Practices to the Pedagogical Change Process

Sunny Carmely

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The ignorant man marvels at the exceptional; the wise man marvels at the common; the greatest wonder of all is the regularity of nature

- George D. Boardman

From the time of the industrial revolution, the school is one of the city’s cornerstones. Practically all the young people in the city pass through and spend a significant amount of time in this institution. In fact, the school has the lofty responsibility of educating the young generation, at least in theory. We believe that the school is an essential component in implementing the vision and strategy of an Education City. In numerous cities where we worked to implement this model, we found that the school is one of the obvious starting points and one of the most important potential agents of change.


This article deals with the adjustments to the school’s practices necessary for the pedagogical change that the school wishes to implement. The pedagogical change is in the direction of constructivist pedagogy (the Third Model in Education) in learning processes and applications, such as PBL (Project Based Learning), thinking communities, learning communities, and research communities. This article will refer to a different type of learning, sometimes called a learning project, but it can also be thinking communities, etc.

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