ABSTRACT

Education burgeons in many models, emanating from the collective social mental setup, and the academic contours that we have formulated over the centuries. Some models deliver, while some fail, but all of them remain doing the rounds in the academic corridors. The entire landscape of the education is derived directly or indirectly from these models, and the niche aspects like pedagogy, examination, evaluation, training, and research are the offshoots of this system. The pitfalls in the base structure of education percolate down to the niche aspects, and we end up refining specifics, rather than mustering the courage to question or review the monster behind – i.e the faulty model. The paper will broadly delve into the methods of pedagogy – A cutting-edge method to delink it from the broader structure of education and circumscribe it to the process of learning only. Learners must hone their skills and enhance their learning as a matter of urgency to be able to address persistent global challenges. However, in spite of the worldwide agreement that learners need skills such as critical thinking and the ability to communicate effectively, innovate and solve problems through negotiation and collaboration, pedagogy has not adapted to address these new challenges.