ABSTRACT
In this chapter, the authors argue that the purposes of schooling have changed and will continue to broaden; hence, the traditional models of schooling focused on literacy and numeracy primarily are no longer adequate. They highlight the importance of schools, both present and future, acknowledging the links between social, emotional, physical, and cognitive aspects of child development. From the very start of schooling, the goals of education must address the needs of the whole child and the global citizen, and include the dimensions of cognitive-intellectual, physical, and mental health, including disciplined physical movement, social-emotional development, creativity and innovation including artistic expression, and citizenship and democracy. Classroom activities become much more about the application of knowledge rather than just its acquisition, with students learning for themselves and teaching each other, and teachers using a wider repertoire and less didactic teaching methods.
