how did the people of 19th centuary is different from people of 21st centuary?
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hii dear!!!
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In 19th century:
_____________
▪It was marked by the collapse of the Spanish, Napoleonic, Holy Romanand Mughal empires.
▪This paved the way for the growing influence of the British Empire the Russian Empire, the
United States, theGerman Empire, theFrench colonial empire and Meiji Japan, with the British boastingun challenged dominance after 1815.
▪After the defeat of the French Empireand its allies in the Napoleonic Wars, the British and Russian empiresexpanded greatly, becoming the world's leading powers.
▪The Russian Empire expanded in central and far eastern Asia. The British Empire grew rapidly in the first half of the century, especiallywith the expansion of vast territories in Canada, Australia, South Africa and heavily populated India, and in the last two decades of the century in Africa. By the end of the century, the British Empire controlled a fifth of the world's land and one quarter of the world's population.
▪During thepost-Napoleonic era, it enforced what became known as thePax Britannica, which had ushered in unprecedented globalization and economic integration on a massive scale.
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☆In 21 century:-
▪Post Industrial or Knowledge Age 21st century:-
people also need know what kinds of knowledge. However they need more than this. They need to be able todo things withthis knowledge, to use it to createnewknowledge.
▪ The ‘know-what’ kind of knowledge is still important, but not as an end in itself. Rather, it is a resource, something to learn or think with. In the Knowledge Age, change, not stability, is a given.Knowledge Age worker-citizens need to be able to locate, assess, and represent new information quickly.
▪ They need to be able to communicate this to others, and to be able to work productively in collaborations with others. They need to be adaptable, creative and innovative, and to be able to understand things at a systems or big picture level.
▪ Most importantly, they need to be to think and learn for themselves, sometimes with the help of external authorities and/or systems of rules, but, more often, without this help. Because ‘know what’ and ‘know how’ kinds of knowledge have only a short shelf life, it is no longer viable to ask schools to ‘fill up’ students with all the knowledge they need beyond school. Nor is it viable to teach students any particular ‘one best way of knowing or doing things. Instead they need to teach students how to work outfor themselves what to do.
▪Today’s schools are organized to produce Industrial Age worker-citizens. If schools are to prepare young people for successfull ives in the 21st century, they need to do things differently.
▪21st century schools need to develop different skills and dispositions from those that were requiredin the 20th century.This can’t be done simply by adding these ‘new’ skills and dispositions to the existing curriculum. Doing this would just add more to the already impossible work load of teachers and it would not workto build a 21st century system.
▪A new mindset is required, one that can take account of thenew meaning of knowledge and the new contexts and purposes for learning this knowledge.
______________________________________if u helped plz mark brainlist dear friend ☺☺
__________
☆☆☆☆☆☆☆
In 19th century:
_____________
▪It was marked by the collapse of the Spanish, Napoleonic, Holy Romanand Mughal empires.
▪This paved the way for the growing influence of the British Empire the Russian Empire, the
United States, theGerman Empire, theFrench colonial empire and Meiji Japan, with the British boastingun challenged dominance after 1815.
▪After the defeat of the French Empireand its allies in the Napoleonic Wars, the British and Russian empiresexpanded greatly, becoming the world's leading powers.
▪The Russian Empire expanded in central and far eastern Asia. The British Empire grew rapidly in the first half of the century, especiallywith the expansion of vast territories in Canada, Australia, South Africa and heavily populated India, and in the last two decades of the century in Africa. By the end of the century, the British Empire controlled a fifth of the world's land and one quarter of the world's population.
▪During thepost-Napoleonic era, it enforced what became known as thePax Britannica, which had ushered in unprecedented globalization and economic integration on a massive scale.
_________________________
☆In 21 century:-
▪Post Industrial or Knowledge Age 21st century:-
people also need know what kinds of knowledge. However they need more than this. They need to be able todo things withthis knowledge, to use it to createnewknowledge.
▪ The ‘know-what’ kind of knowledge is still important, but not as an end in itself. Rather, it is a resource, something to learn or think with. In the Knowledge Age, change, not stability, is a given.Knowledge Age worker-citizens need to be able to locate, assess, and represent new information quickly.
▪ They need to be able to communicate this to others, and to be able to work productively in collaborations with others. They need to be adaptable, creative and innovative, and to be able to understand things at a systems or big picture level.
▪ Most importantly, they need to be to think and learn for themselves, sometimes with the help of external authorities and/or systems of rules, but, more often, without this help. Because ‘know what’ and ‘know how’ kinds of knowledge have only a short shelf life, it is no longer viable to ask schools to ‘fill up’ students with all the knowledge they need beyond school. Nor is it viable to teach students any particular ‘one best way of knowing or doing things. Instead they need to teach students how to work outfor themselves what to do.
▪Today’s schools are organized to produce Industrial Age worker-citizens. If schools are to prepare young people for successfull ives in the 21st century, they need to do things differently.
▪21st century schools need to develop different skills and dispositions from those that were requiredin the 20th century.This can’t be done simply by adding these ‘new’ skills and dispositions to the existing curriculum. Doing this would just add more to the already impossible work load of teachers and it would not workto build a 21st century system.
▪A new mindset is required, one that can take account of thenew meaning of knowledge and the new contexts and purposes for learning this knowledge.
______________________________________if u helped plz mark brainlist dear friend ☺☺
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