The Metamodern Smudge: Seeing Growth on the Frame My use of the phrase "Fingerprint on the frame" functions as a metamodernist artifact. From my perspective, metamodernism oscillates between modernist sincerity and postmodern irony, and this concept sits precisely at that intersection. It recognises that the artwork within the frame is a construction, while also valuing the human touch that created it. More than just recognition, it is the fundamental identifier. In this space, the smudge is not just an artistic signature; it is a map of personal growth. It reveals the traces of our experiences and the impact of our interactions with the world around us. The transparency of glass symbolises the invisible cultural conditions that shape our perspectives, allowing us to see through to the complex realities that influence our creativity and expression. This interplay creates a deeper understanding of both the art and the artist, acknowledging that every mark left behind tells ...
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21st Century: The Learning Challenge
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These notes are abbreviated; ebook text highlights and notes by JJFBbennett. I do promote the reading of this book to gain a deeper understanding of 21st C teaching and learning.
Whilst the following notes are inspired by the book they are not directly associated with the book.
The challenge
To equip students with 21st Century skills.
The connection
The link between skills and knowledge are interdependent
Effective teaching requires students to learn skills
Life long learning ability requires adaptive learning skills
Students need literacy and numeracy skills to have the fundamental capacities for lifelong learning
Plan for the future
Foreseeing what future skills students will need - is essential.
Teachers need to plan for adaptive learning skills.
Teachers cannot focus only on present-day skills.
The relationship between the educator and learner needs is key to students gaining 21st Century skills
Participatory learning
Learning needs to be outcome-based.
Students need to actively participate and self direct their learning needs.
Students need the skills to collaborate to achieve team-based outcomes.
Students need to have a post-school vision that is skills-based
to manage work pathways
to enable career flexibility
identify suitable TAFE options
to enter university
to contribute as citizenship in a digital global world.
Gardner's 5 Minds of the Future.
Discipline mind
Synthesizing mind
Creative mind
Respectful mind
Ethical mind
Skills
Students need to have the following skills to participate in the knowledge industry.
communication skills,
problem-solving skills, and
critical thinking skills
Society needs
Society needs a highly skilled and adaptive workforce
Only people who are highly skilled and can manage knowledge will keep up with the needs of a fast-changing and technology scientific society.
If you don't know the internet you can't be my teacher, I need someone who knows what I know.
To be highly skilled and a manager of knowledge students need digital literacy skills. It is the platform for developing life long learning skills.
Schools are not engaging a sufficient number of students to become adaptive life long learners.
How should schools plan and enable programs of instruction to develop students to gain skills in
innovation,
creativity
analysis
problem-solving
knowledge management
Schools play a critical role in a countries ability to maintain living standards.
“I do believe that it is necessary to stress that for most countries today, human
resource development and human capital formation are either extremely
important, absolutely vital, or a matter of life and death. In the case of
Malaysia…we think it is a matter of life or death.”
Abdullah Bin Ahmed Badawi, Prime Minister of Malaysia (Opening Speech of
the 2006 Meeting of the Association of Commonwealth Universities)
"Higher quality school leavers will support higher quality university graduates, which will mean increased skills, greater innovation and most importantly, a boost to national productivity."
It’s becoming clear to me that the crisis in youth unemployment around the world is not just one of the aftershocks of the global economic downturn, but may also have roots in education systems that are not adequately preparing students for 21st-century economies.
capable of responding to change in a positive manner; to
take on leadership roles
and have effective working interactions.
Teachers needs are not in unison
21C skills are seen as add-ons to what presently is provided in today's schools.
They are add-ons to what described as a crowded curriculum.
Teachers are not moving past the curriculum to engage the students with 21C skills.
Teachers are effectively stating I don't know how to do it so I will deny my students the opportunity to do it.
Teachers need to be digital literate
Professional development
Teachers need to be supported by sustained professional development if more students are to engage in 21C knowledge and skills.
Teachers need to develop skills to manage the crowded curriculum
Teachers need to be trained in hands-on inquiry-based learning methods that employ higher learning skills associated with the Blooms revised digital taxonomy.
Students Need
Students need to interact with knowledge in a different way.
It is important that knowledge can be recalled but it is now important that students know how to rapidly access the required knowledge.
Students need to re-purpose and use knowledge in a creative and innovative way.
Classrooms
Form follows function. If the function of learning is to generate engagement, collaboration, and problem-solving - the form a classroom takes is what?
So how do you identify the same as classroom and one that attempts to meet the needs of the 21st century?
There is a Disparity in My Light: Navigating the Split Creative Consciousness Introduction - Does Metamodernism Oscillate? Clarity, I've learned, doesn't guarantee a smooth landing. While the core recalibration manages our internal mechanics, we eventually have to look back out the window and confront the final destination. For many creators navigating major life transitions or complex technical boundaries, this shift introduces an unsettling inner divide. The anatomy of disparity in creative practice is the psychological friction of a split being—standing physically present in a new space while your internal pace is still trying to catch up with the velocity of your transition. When we widen our creative intent, we often slice our universe in half: balancing cold, geometric clarity on one side against the messy, vibrant residue of personal regret on the other. Rather than forcing these halves to blend, we must learn to treat this exact contrast as our personalised map. Geom...
What is the Disparity Portal? A Metamodernist Commentary by artist JJFBbennett Portrait of a Metamodernist Artist If you stepped through the glass ring, which version of yourself would look back? A metamodernist discussion by artist JJFBbennett. A calm young man with wavy, dark cerulean-blue hair and a subtle smile stands perfectly centred inside a massive glass ring portal. He wears a simple light blue long-sleeved shirt. Behind his head, an intense golden sunburst radiates sharp, blinding rays. To his left are thick purple impasto swirls; to his right is a serene green valley painting. High-detail digital art, metamodern, surreal masterpiece. The Churn of the Unmade Look at the left side of the canvas. It isn’t just paint; it’s the heavy, exhausting gravity of pure affectation. I applied these deep purples and stark whites with a thick palette knife, wanting you to feel the weight of the medium itself—the messy, chaotic over-saturation of our digital lives, the constant noise. I...
Image to be added - watch this space My Psychological Landscape: A Speculative Ecology of the Stratosphere Introduction What is Terrestrial Control? What is Stratospheric Flow? Image to be added - watch this space The transition from the terrestrial to the atmospheric is rarely just a matter of mechanics; it is a profound undoing of the architectural ego. We board our vessels encased in the comforting math of engineering, believing we are merely shifting a physical mass from one geographical coordinate to another. But at a certain altitude, the boundary between the internal theatre of the mind and the external expanse of the world begins to fray. As the metal hull and the quiet murmurs of the cabin dissolve, I am no longer just travelling through the sky; I am becoming a part of it. Stepping directly into the stratosphere, the heavy, churning clouds of deep teals and bruised indigos cease to be merely a reflection of my psychological landscape—they reveal the fluid, boundle...
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