{"product_id":"164498","title":"Hyperconnected School ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/3jYFtq7yxxEOf2IyePNEVlWxiYN8ql.png?v=1764973816\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Hyperconnected School \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/140199210\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e \u003cb\u003eWhat if the education of 30 years ago made us who we are today?\u003cbr\u003e What kind of future will today's education create 30 years from now?\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e The question of how to prepare for the future amidst an unprecedented crisis of civilization and the rapidly changing technological, industrial, and social landscape in human history is of paramount concern to all of humanity.\u003cbr\u003e Above all, the transformation of education into a future school, which should prepare students for life changes, help them enter social life stably, and help them develop their personal growth and identity, has become a hot topic of discussion in civilization. \u003cbr\u003eIn particular, discussions about future education are focused on technological innovations, particularly AI, and fail to provide a definitive answer to the question of why and for what purpose the future of education should be linked to a technological vision. In South Korea, with its advanced IT industry, education has been viewed from a technological engineering perspective, focusing for years on \"smart classrooms\" and \"coding education.\" However, in the field of education, there is even a backlash against this technological perspective on education.\u003cbr\u003e This book raises reasonable questions about this and provides a broad perspective on the direction of future education.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e This book, \"Hyperconnected School,\" is a book on future education that compiles the author's ten-year experience and case studies on educational and social phenomena, compiled from his research, lectures, and literary critic experience at a university. He then became a humanities and education activist. \u003cbr\u003eThe author, who has been deeply pained and repeatedly lamenting the blindness, irresponsibility, violence, and inefficiency inherent in Korean school education, naturally came to feel a sense of calling that the time had come to move toward the emergence of a new educational model.\u003cbr\u003e The problems that Korean education has created are thought to be only a difference in degree, and there is no essential difference between secondary and higher education.\u003cbr\u003e The entrance exam-centered education system, which is always cited as a negative aspect of Korean education, is merely a phenomenon that reveals the disadvantages of life and learning, and I have come to suspect that it is ultimately producing 'monster humans' rather than nurturing 'proper humans - thinking humans'. \u003cbr\u003eThe author, who thus shifted his direction to become an 'education-humanities activist', believes that the current era is not one in which the critical philosophy, critical social science, social activists, and NGOs of the past 'criticize' the system, but rather one in which we must immediately seek various solutions and apply and practice those solutions in our lives.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e prolog\u003cbr\u003e\u003cbr\u003e \u003cb\u003e0th period reopening\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e The School of the Future: Just Start Now\u003cbr\u003e\u003cbr\u003e \u003cb\u003eBe aware of the connection in the first period\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 001 Umbrella and Water Cup, Sewing Machine and Umbrella on the Operating Table - Strange Connections and Creativity\u003cbr\u003e An umbrella is not lonely | Philosopher Hegel said it's okay to go on a summer vacation to the sea | Inevitable connection\u003cbr\u003e The truth play that creates\u003cbr\u003e 002 Borges's Library is Infinite - 20th-Century Logic Education and the 21st-Century Object Environment\u003cbr\u003e The algorithm of things with one answer | There is no right answer and infinite connections are possible \u003cbr\u003eEven the greatest architects cannot analyze a city alone.\u003cbr\u003e 003 The Little Prince Meets a Geographer - The Virtuality of the Classroom and Alienated Knowledge\u003cbr\u003e The school I went to didn't teach me about life | Abstract knowledge isn't bad knowledge, but\u003cbr\u003e Knowledge of all places, knowledge that reaches nowhere\u003cbr\u003e 004 A school for gifted students who don't know life\u003cbr\u003e Stanford's Laboratory Revolution and the Carousel of Hungry Children | Contextualized Learning Fails\u003cbr\u003e You can die even after doing good deeds | Global, International, Multicultural, World Citizen, Different Fingers\u003cbr\u003e Stanford University Goes All-In on Diversity\u003cbr\u003e 005 A virtual space of a world-renowned architect who has never connected with the people of Seoul.\u003cbr\u003e If he had designed this building himself in Seoul, the disconnect would have created alienation.\u003cbr\u003e | Machine Man and Machine City, Kafka and the Study of Disconnection\u003cbr\u003e\u003cbr\u003e \u003cb\u003eWhat is connected and how is it learned in the 2nd period hyper-connected school?\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e006 Connecting Future Questions with Refrigerators and School Buses\u003cbr\u003e Connecting everyday discoveries to learning | How to see apples in a new light | Cracking open a clam\u003cbr\u003e Open the door with your own hands | You can meet God simply by observing and asking questions.\u003cbr\u003e Why did the 007 poets go to global IT and home appliance companies?\u003cbr\u003e How to Design Experiences | Lifestyle Service Design with \"Alice in Wonderland\"\u003cbr\u003e Robot vacuum cleaners designed by poets\u003cbr\u003e 008 Humanities and Arts Classes Are More Important Than Coding\u003cbr\u003e Aristotle Resurrected | Humanities and Arts Education, Not Cultural Arts Education | Humanities\u003cbr\u003e People are generous\u003cbr\u003e 009 Olafur Eliasson and the School of the End, Protecting the Earth\u003cbr\u003e Novelty itself is not creativity | Scientist, philosopher, child, and artist-teacher | Yes\u003cbr\u003e The Sulga is an art teacher who embraces the universe | The apocalyptic school that shattered the \"future-assurance theory\"\u003cbr\u003e 010 Why the World's Best Engineering Schools Are Now Focusing on Music Classes  \u003cbr\u003e- MIT Music Class at the Future Children's School\u003cbr\u003e Fingers Pointing to the Moon: Technology | Different Questions Pointing to One | Music Lessons\u003cbr\u003e Engineering humanistic ideals with\u003cbr\u003e 011 Some Ways Schools Connect the World\u003cbr\u003e What are the top two universities in the US ranking for innovation connecting?\u003cbr\u003e Minerva University, eliminating campuses and connecting cities | Schools without teachers and classrooms\u003cbr\u003e Healthy | The Secret Key to the Future of Educational Administration | Arizona State University, for Everyone\u003cbr\u003e Schools for All | Designing Inclusive Schools, Great Schools\u003cbr\u003e\u003cbr\u003e \u003cb\u003e3rd period is close, but reconnecting things that were disconnected\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 012 For whom and for what purpose is 'self-direction'?\u003cbr\u003e A very old but not yet realized | Learner-led learning goes beyond student-centeredness |\u003cbr\u003e Teachers change and parents leave.\u003cbr\u003e 013 Self-development or self-growth?  \u003cbr\u003eBefore talking about learner-led initiative, we must first ask ourselves: Now, even Seoul National University has no choice.\u003cbr\u003e Must Follow | OECD Learning Compass and the Ignorant Teacher\u003cbr\u003e 014 Connecting the Hearts of Schools and Learners\u003cbr\u003e - Learning and spirituality\u003cbr\u003e Why Google is Incorporating Meditation into its Educational Program | Designer Steve Jobs and Emotional Intelligence |\u003cbr\u003e Awards Should Go Beyond Self-Improvement Programs | Oprah Winfrey on \"Who Am I?\"\u003cbr\u003e | Spirituality dictates hyperconnectivity\u003cbr\u003e 015 Four Classrooms and an Old Future\u003cbr\u003e School, Leisure and Rest | The First Classroom, Socrates, the Multidisciplinary Dialogue Coach | Learners\u003cbr\u003e The midwife-teacher who stimulates | Teachers kill the ego, schools live in the present | Part 2\u003cbr\u003e Classroom, the Psychoanalyst's Safe Couch | The Third Classroom: Zhuangzi, the Guide to Forgetting and Knowing Myself\u003cbr\u003e Liberating Classroom | The Fourth Classroom: Borges' Analog Library for Reading Literature\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eDetailed image\u003c\/b\u003e \u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cdiv\u003e\u003cimg src=\"https:\/\/image.yes24.com\/momo\/TopCate5044\/MidCate002\/504316692.jpg\" border=\"0\" alt=\"Detailed Image 1\"\u003e\u003c\/div\u003e\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e  \u003ch5\u003e\u003cb\u003eInto the book\u003c\/b\u003e\u003c\/h5\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e It also suggests that meaning is not something that exists on its own, but rather something that is infinitely 'constructed' through the connection of information.\u003cbr\u003e Above all, The Library of Babel mysteriously detonates the poverty and narrowness of the logical algorithms taught by 20th-century education through a wonderful literary allegory.\u003cbr\u003e Rather than being limited, 'meaning-logic' can be infinitely expanded and created depending on how one views the world and whether one has the eyes to connect the meanings of words and objects.\u003cbr\u003e If we interpret the Library of Babel from the perspective of educational theory, which is being discussed these days, we can say that it is a world itself built on literacy. \u003cbr\u003eLiteracy is usually translated as 'literacy', but it is originally understood broadly as the selection and acceptance of information, and the triggers and strategies of reading and writing that construct meaning, operated for a specific purpose or to secure reader identity.\u003cbr\u003e By connecting information with information, the reader constructs the necessity of information, and in that sense, the reader becomes an active subject of meaning and a practitioner of meaning.\u003cbr\u003e\u003cbr\u003e --- From \"There is no right answer, and infinite connections are possible\"\u003cbr\u003e\u003cbr\u003e There was a project to create an innovative electric motor pump in a remote village in South America where there was no electricity and water could not be pumped from wells. \u003cbr\u003eStudents participating in this project will design a project that can generate electricity simply and without any additional facilities, while simultaneously contributing to children's health and play.\u003cbr\u003e What they created was a carousel for a children's playground.\u003cbr\u003e They developed a motor pump system that uses the power of children turning a carousel with their feet to turn a turbine... However, after installing their invention in several local playgrounds, they were shocked to discover that the project had failed.\u003cbr\u003e No matter how long I waited, the children never showed up at the playground. \u003cbr\u003eThe children of that village had no time to use the playground because they had been working as laborers on coffee plantations, sugarcane plantations, and cotton plantations from a very young age with little hands, and moreover, they were so hungry that they had no physical energy left to run the rides after work.\u003cbr\u003e --- From \"Stanford University's Laboratory Revolution and the Carousel of Hungry Children\"\u003cbr\u003e\u003cbr\u003e I would like to confess that one of the moments when I, as a student, gained profound insight during the Korean institutional education system was during a lecture given by my university professor on this very issue.\u003cbr\u003e The teacher was someone who would refer to various classical texts while teaching literature. That day, he referred to a scene from the Book of Exodus in the Bible and interpreted it as follows. \u003cbr\u003eThis is a scene where Moses, who was wandering on the mountain, saw a strange fire rising from a thornbush. He was drawn to the unfamiliar figure and cautiously approached it. Suddenly, he heard the following voice from the burning bush:\u003cbr\u003e “Moses, stop right there and take off your shoes.\u003cbr\u003e “The place where you stand is a holy place.” The teacher interpreted literature as the voice of God that made him realize that the place where he stood was a holy place.\u003cbr\u003e The shock I felt the day I heard those words, that I should regard the place where I live as a sacred place, is still vivid in my mind, and I have come to accept it as the greatest lesson of my life.\u003cbr\u003e\u003cbr\u003e --- From \"How to Look at an Apple\"\u003cbr\u003e \u003cbr\u003eIn this era, education cannot help but focus on creativity—inventing and transforming perspectives—rather than simply imparting information and knowledge. The emphasis must shift from education focused on quickly finding answers to existing questions to process-centered instruction, where the invention of creative questions becomes the learning goal itself.\u003cbr\u003e Of course, creative questions were important in traditional education as well.\u003cbr\u003e However, while in traditional education, questions were a process for 'answering,' now creative questions themselves are becoming 'goals' that directly influence the industrial market and improve the quality of life.\u003cbr\u003e In this changing environment, it is not easy for students who are solely focused on finding a single answer from a disciplinary perspective to take a leading role.\u003cbr\u003e At this point, education can only be understood as an outlet or plug-in knowledge that enables 'connections' between domains. \u003cbr\u003e‘Humanities’ play a more important role there as a point-of-view knowledge rather than as content.\u003cbr\u003e --- From \"Designing Lifestyle Services with 'Alice in Wonderland'\"\u003cbr\u003e\u003cbr\u003e They have clearly defined the slogan 'global' in their own way.\u003cbr\u003e What does \"global\" mean in education? Are Korean \"international schools\" that teach in English truly global? Is a school truly global if it has a large number of students studying abroad at prestigious universities? Is a school truly global if it has a large number of international students? Minerva University concluded that \"global\" means a \"global learning experience.\"\u003cbr\u003e It is contextualized learning that connects the world and the learner, and it brings intellectual and cultural diversity into the learning experience, and the way to do that is through 'connection.' \u003cbr\u003eThey connected space, people, and culture to the school, and directly linked the academic process to workplace learning and internships.\u003cbr\u003e The course is designed to be a collaborative communication process within the various public institutions, businesses, and civil society organizations of the region, and to connect with communities that experience and realize intellectual diversity.\u003cbr\u003e --- From \"Schools are still alive even without teachers and classrooms\"\u003cbr\u003e\u003cbr\u003e In Korea, the concept of educational subjectivity began to be recognized and examined from the perspective of 'students' in the educational movement around 1990, especially when the Korean Teachers and Education Workers' Union began to advocate that the subjects of education were students, teachers, and parents. \u003cbr\u003eIf you think about it, it seems so obvious that students are the \"subjects\" in schools, which are places where they study, but this declaration of educational subjectivity has a sharp aspect that reveals the reality of how schools have treated students in Korean society.\u003cbr\u003e If students existed as \"owners\" of the school, schools would not have been able to treat students so violently in the Korean elementary education system before the 1990s.\u003cbr\u003e The most important issue concerning student subjectivity that those pursuing educational innovation during this period had was the struggle for awareness and recognition that students are also \"citizens\" and \"human beings\" with full rights.\u003cbr\u003e The issue of students as subjects was in fact no different from the issue of students' human rights.\u003cbr\u003e --- From \"Very Old But Unfulfilled\"\u003cbr\u003e \u003cbr\u003eThe ultimate goal of learning should be to make the learner realize that he or she is not intellectually inferior to the teacher-professor.\u003cbr\u003e The fundamental reason why learners' self-directedness is not expressed is that they feel intimidated in front of teachers who have a hierarchy of knowledge.\u003cbr\u003e He says that even those with progressive educational views consider the 'resulting equality' of knowledge gained through intellectual acquisition as an educational goal.\u003cbr\u003e However, Jacotot argues that the miracle of learning and the miracle of education can only occur if we assume equality of cognitive ability and intellectual ability itself from the very beginning.\u003cbr\u003e What is absolutely crucial in this learning process is not for teachers to do nothing, but to encourage students based on a belief in intellectual equality. \u003cbr\u003eThis encouragement does not mean unconditionally imparting knowledge to learners, but rather 'coaching' that enables learners to believe in themselves.\u003cbr\u003e --- From “OECD Learning Compass and Ignorant Teachers”\u003cbr\u003e\u003cbr\u003e The concept of 'spirituality' has been understood in a religious context.\u003cbr\u003e However, according to the renowned religious scholar Philip Shelderlake, spirituality is not specific to religion, but rather involves a fully integrated approach to life, a holistic understanding, a pursuit of what is right and sacred, and, at a personal level, the pursuit of the capacity to elevate one's potential in all its dimensions...\u003cbr\u003e Moreover, the wholeness of life seeks an integrated vision and \"connection\" between knowledge and practice, individuality and community, happiness and ethics, physicality and spirituality, materiality and spirit, nature and civilization, and technological tools and goals... \u003cbr\u003eThis humanistic perspective on spirituality surprisingly aligns with the goals that education has pursued so far.\u003cbr\u003e In a sense, it is a clear example of the limitations of civilized education and schools that still need to be overcome, as they have reached a point where they have become destructive and oppressive, and the ultimate vision of the educational ideal that we are trying to pursue but have not yet reached.\u003cbr\u003e And this is a much more important area in the concept of future education and future schools...\u003cbr\u003e I am convinced that 'spirituality' will become an important educational goal and methodology.\u003cbr\u003e --- From \"Meditation Must Go Beyond a Self-Improvement Program\"\u003cbr\u003e\u003cbr\u003e It is very significant that OFSTED's document on secondary education standards in the UK includes a section on 'spiritual development'. \u003cbr\u003eThis document defines spirituality as the immaterial element of human life, and emphasizes the introduction of a reflective existence into education that goes beyond developing the immaterial aspects of life, as life is more than just biological.\u003cbr\u003e In particular, in the general education curriculum, the meaning of 'spiritual development' is to foster social and civic values, which are the core values ​​of communal life, and to accept these within the inherent principles of learning.\u003cbr\u003e This has the effect of replacing the perspective that approaches education as instrumental and results-oriented.\u003cbr\u003e Spirituality, introduced into the realm of education, has the effect of raising questions about the ultimate purpose of education, what it means to be an educated person, and what constitutes an educated society... \u003cbr\u003eThe pursuit of practical and ultimate wisdom about life is the original goal of education and the goal of future education, and this is no different from the spiritual perspective on education.\u003cbr\u003e The school of the future may need to understand the cultivation of spirituality as one of the goals of its curriculum, perhaps even its ultimate purpose.\u003cbr\u003e --- From \"Spirituality Directs Hyperconnection\"\u003cbr\u003e\u003cbr\u003e The most advanced future school is not one that sets the \"future\" as a task to be accomplished, but one that immediately puts its principles into practice, a \"school here and now.\"\u003cbr\u003e If we understand the principles of evolution, then schools pursuing evolution can immediately implement the principles of evolution as best they can. \u003cbr\u003eAmong the schools I have experienced and observed, the successful future schools immediately implement the principles to the extent possible now, while the less successful schools postpone them as 'future tasks' 'like studying'... The fastest way for a pioneer who aspires to the evolution of humanity and life to advance that aspiration is to 'live' life 'here and now' in that way by pulling the present forward as if it were the future.\u003cbr\u003e Instead of studying the sheet music, you can just sing the song with the sheet music....\u003cbr\u003e The school of the future will be the school of the here and now.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e --- From \"Teachers, kill your ego, schools, live in the present\"\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e \u003cb\u003eThe Future of Education: Connecting Life and Learning—Transforming into a \"Hyper-Connected School\"\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eIn particular, the author has been involved in the design and consulting of new humanities education policies, civic education, arts education, and corporate convergence education through various channels including universities, NGOs, government agencies, education offices, cultural foundations, arts institutions, and large corporations. Unusually for a humanist, he has participated in designer training programs for a global electronics company and the design of actual home appliances, served as editor-in-chief for a publishing project for a global automobile company, and even took on the challenge of establishing an experimental future higher education institution.\u003cbr\u003e Based on these practical experiences, this book expresses the will to solve the problems that have been considered the biggest problems in Korean education: education that betrays life, education that is only practical, schools that are disconnected from the world, and the privatization of public education that places community in parentheses. \u003cbr\u003eThe keyword \"hyperconnectivity\" has already begun to be used as a keyword for understanding the transitional civilization, but there are still no books or discourses that clearly link \"education\" or \"school\" to this perspective.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e This book focuses its discussion on the \"school of the future\" because the keyword \"education\" is too broad a category, and argues that \"future education\" should be viewed not as a discourse, but as a technological upgrade or a matter of content, but as a major shift in the \"principles of school operation.\"\u003cbr\u003e Therefore, the major trends of future schools are summarized under the keyword of ‘hyper-connected schools.’ \u003cbr\u003eSchools, which were previously the sole credible institutions for knowledge transmission, must transform from their role as the sole producer or transmitter of knowledge to a knowledge platform organization that acts as an agent mediating various connections with the real world outside of school, in a situation where traditional and fixed knowledge content can no longer exert strong authority or social persuasiveness.\u003cbr\u003e This marks the beginning of a new and profound journey of identity evolution, one in which the school expands its learning space into the realm of life by becoming a networking hub for the world, and becomes a larger school that embraces the world.\u003cbr\u003e In this respect, the author says that now is the time to design a real-world educational field called a \"school transformation,\" rather than an abstract \"educational transformation.\"\u003cbr\u003e\u003cbr\u003e \u003cbr\u003e\u003cb\u003eA future school that connects learning and practice, knowledge and life, knowledge and context, books and the field, and school and the world.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e This book explains in detail how and why this transition to a future school is possible in reality.\u003cbr\u003e By presenting concrete examples from global educational institutions and personal experiences, the author explains the impact of this \"school transformation\" on individuals, society, and civilization.\u003cbr\u003e Ultimately, this transition to future schools goes beyond changes in the educational sphere and envisions a social design perspective that fosters personal growth, secures connections between individuals and society, restores a sense of community in the future, and enhances social trust and efficiency. \u003cbr\u003eIn the end, the book concludes by saying that the type of human being that 'the era of schools embracing the world' ultimately pursues is 'an analog human being with hyperconnectivity', and by helping readers understand the significance of this paradoxical human being on both a personal level and a future civilizational level.\u003cbr\u003e This goes beyond the abstract discourse on future education and provides practical directions for the transformation into actual future schools, thereby providing more specific educational guidance to educators, while also clearly presenting the vision and significance of fostering \"humane individuals\" pursued by \"Future Education_Hyper-Connected Schools.\" \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e January 3, 2025\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 272 pages | 434g | 140*210*18mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9791194246602\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN10:\u003c\/strong\u003e 1194246605 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43891344048170,"sku":"164498","price":26.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/9106c92dd92386fa6537e6064162da2c.jpg?v=1765323409","url":"https:\/\/librairie.coreenne.fr\/en\/products\/164498","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}