Humanistic Futures of Learning
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Cultural Geography and Cultural Turn
Cultural Dimensions and Politics under Globalized Conditions: Traditionalist orthodoxies vs. constructivist perspectives Benno Werlen (Jena) The so-called cultural turn has challenged the established research perspectives of both the humanities and human geography. One of its legacies is that not only in both areas of research cultural aspects are increasingly viewed as relevant for helping to analyze and explain human practices, but also political discourses are integrating the cultural dimension in a more direct way. However, under globalized conditions of local actions the cultural dimension of human practices is of growing significance, especially on the level of everyday life, as regards the interrelationship of local/regional traditions and actions across distance. The prospects of success of all kinds of fundamentalist discourses are rapidly increasing related to a decreasing availability of knowledge of different cultural worlds. Acquiring and expanding geographical cultural knowledge is becoming an even more important task than ever before in the constitution of images and representations of the world. To meet these challenges, it is important to deepen the understanding of the geographical (or spatial) dimension of the construction and reproduction of cultural realities, a process implied in social, economic, and political actions and in the transformation of nature by human actions. But to reach this goal, we need a critical and radical revision of the traditional geographical perspectives that are (curiously) drawn upon in late-modern cultural research. In my view, it is necessary to overcome the space-centered traditionalist orthodoxy and to take a step forward to an understanding of the constitution of cultural worlds and the formation of sociocultural matrices as also inherently spatial or geographical, whilst acknowledging that this kind of late-modern geography rests on constructivist grounds. -
Unofficial Transcription of Vcies Futures of Education Keynote Panel 24 March 2020
Unofficial Transcription of vCIES Futures of Education Keynote Panel 24 March 2020 This vCIES 2020 keynote panel examined the futures of education with members of UNESCO's International Commission on the Futures of Education (Arjun Appadurai, Karen Mundy, Antonio Novoa and Fernando Reimers). For more information on UNESCO's project please contact [email protected] or visit http://en.unesco.org/futuresofeducation Video recording is available at: https://www.youtube.com/watch?v=TVhyKMPlZqM Panelists 1) Prof. Arjun Appadurai - Professor, New York University, and Hertie School, Germany 2) Prof. Fernando Reimers - Professor at the Harvard Graduate School of Education 3) Prof. Antonio Novoa - Professor and Former Rector of the University of Lisbon, Current Portuguese ambassador to UNESCO 4) Prof. Karen Mundy - Professor, Ontario Institute for the Study of Education, Canada Moderators 1) Noah W. Sobe - Senior Project Officer at UNESCO 2) Sobhi Tawil - Head Education Research and Foresight at UNESCO 1 Introductory Comments (00:00 - 10:55) Noah Sobe (00:00 - 02:21) - Good afternoon, good evening everyone. I'm Noah Sobe Webster. I’m currently a Senior Project Officer at UNESCO’s HQ where I have the privilege of working on UNESCO's new flagship initiative, the ‘Futures of Education: Learning to Become’. In a moment you'll hear more about the structure of the project and the work that we've accomplished to date from my colleague Sobhi Tawil. This CIES 2020 panel, which is now of course a virtual CIES 2020 panel came about because we wanted the chance for an exchange with as many people as possible in the field. -
The Futures of Education
Call for contributions from UNESCO Chairs/UNITWIN Networks April – June 2019 The Futures of Education Перспективы образования / 教育的未来 / مستقبل التعليم و ال رتبية/ L'avenir de l'éducation / Los futuros de la educación This call for contributions invites the UNESCO Chairs and UNITWIN Networks in all areas of expertise to prepare thought pieces to help advance UNESCO’s new global Futures of Education project. We solicit 1000-2000 word submissions that address one of the topics proposed below or an issue that cuts across several areas. Submissions will be peer-reviewed and a selection will be published in a volume to appear in English and French editions. 1. Introduction The increasing uncertainty, complexity and precariousness of our contemporary world must make us ask whether education can continue in a business-as-usual manner. Inequalities, violence and exclusion are bringing many societies to a point of crisis. The fragility of our planet and its ecosystems is becoming more and more apparent. Sadly, these varied forms of insecurity are exploited by some, thus straining social cohesion and weakening trust in established institutions. With rapidly changing contexts and multiple possible futures, we must reexamine and reimagine how education can contribute to the common good of humanity. The urgency of the challenges before us potentially requires a radical transformation of mindsets and of our conceptions of human well-being, development, and how to share the planet. Knowledge, learning and education broadly considered are at the heart of this transformation. The rise of new technologies, including artificial intelligence, big data and machine learning also raise major ethical and governance concerns, especially as the promises of innovation and technological change have an uneven record of contributing to human flourishing. -
Futures of Education March 2019 ______
________________________________________________________________________________ International Commission on the Futures of Education March 2019 ________________________________________________________________________________ “When inequalities deepen, when digital, big data and artificial intelligence open new perspectives, when cognitive sciences disrupt traditional approaches to learning, […] then it is crucial to rethink education.” Audrey Azoulay, Director-General, UNESCO “I call on UNESCO to take on its leadership role in the debate on the future of education.” António Guterres, UN Secretary General The Futures of Education project proposes the establishment of an independent International Commission of eminent personalities to rethink the future of education, knowledge and learning in a world of increasing complexity, uncertainty, and precarity. The International Commission will present its analysis and recommendations in late 2021 in the form of a report to serve as an agenda for policy debate and action at multiple levels. This proposal outlines why we need to re-vision the future of education, why UNESCO is well positioned to do this, and the way in which the work will be organized. UNESCO Global Futures of Education Report [Mar 2019] - Page 1 1. Why a global report on the Futures of Education? ____________________________________________________________________________________ The increasing uncertainty, complexity and precarity of our contemporary world must make us ask whether education can continue in a business-as-usual manner. Inequalities, violence and exclusion are bringing many societies to a point of crisis. The fragility of our planet is becoming more and more apparent. Sadly, these varied forms of insecurity are exploited by some, thus straining social cohesion and weakening trust in institutions around the world. With rapidly changing contexts and multiple possible futures, we must reexamine and reimagine how education can contribute to the global common good. -
Humanistic Futures of Learning
Humanistic futures of learning Perspectives from UNESCO Chairs and UNITWIN Networks UNESCO Education Sector Education is UNESCO’s top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations’ specialized agency for education and the Education Sector provides global and regional leadership in education, strengthens national education systems and respondsto contemporary global challenges through education with a special focus on gender equality and Africa. Published in 2020 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France © UNESCO 2020 ISBN 978-92-3-100369-1 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). The present license applies exclusively to the text content of the publication. For use of any other material (i.e. images, illustrations, charts) not clearly identified as belonging to UNESCO or as being in the public domain, prior permission shall be requested from UNESCO. ([email protected]). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. -
Reviewers for Academy of Finland's September 2019 Call the Research
1 (16) Reviewers for Academy of Finland’s September 2019 call • Academy Project funding • Academy Professor (letters of intent) • Academy Research Fellow • Postdoctoral Researcher • Clinical Researcher • Funding for sport science research projects from Ministry of Education, Science and Culture Data retrieved from the Academy’s information systems. A total of 732 reviewers from 38 different countries participated in the review of applications submitted in the September 2019 call. The reviewers are listed by Academy research council. The Research Council for Biosciences, Health and the Environment enlisted a total of 194 reviewers from 20 different countries. • Senior Researcher, Maurizio Bettiga, Chalmers University of Technology • Professor, Wender Bredie, University of Copenhagen • Emeritus Professor, Michael Morgan, University of Leeds • Associate Professor, Laurent Poirel, University of Fribourg • Professor, Peter Punt, Leiden University & Dutch DNA • Professor, Ulrika Rova, Luleå University of Technology • Principal Scientist, Hugo Streekstra, DSM Biotechnology Center • Professor, Martin Attrill, University of Plymouth • Professor, Elena Conti, Univerisity of Zurich • Professor, André de Roos, University of Amsterdam • Docent, Marleen De Troch, Ghent University • Associate Professor, Brian Fredensborg, University of Copenhagen • Professor, Jean-Michel Gaillard, CNRS - University of Lyon • Emeritus Professor, Colin Hansen, University of Adelaide • Professor, Joachim Kurtz, University of Muenster • Dr., Thomas Mehner, Leibniz-Institute -
OECD/IMHE Project Supporting the Contribution of Higher
OECD/IMHE project Supporting the Contribution of Higher Education Institutions to Regional Development Self-Evaluation Report: Region of Valencia, Spain March, 2006 1 This report has been elaborated with the collaboration of the following people: Inmaculada Blaya, Universidad Miguel Hernández, Member of the Steering Committee José María Costa, Advisor, Regional Ministry of Enterprise, University and Science, Member of the Steering Committee Maria Josep Cuenca, Vice-rector for Research, Universitat de Valencia, Member of the Steering Committee Amparo Chiralt, Vice-rector for Reserach, Universidad Politécnica de Valencia, Member of the Steering Committee Agustin Escardino, Regional Secretary of Universities, Research and Technology, Regional Ministry of Enterprise, University and Science, Chair of the Steering Committee Asunción Gandia, Vice-rector for Research, Universidad Católica de Valencia, Member of the Steering Committee Adela García, Institute of Innovation and Knowledge Management, (INGENIO CSIC-UPV), Member of the Working Group Ángela García, Universidad de Alicante, Member of the Steering Committee Inmaculada Garcia, Valencian Business Confederation, Member of the Steering Committee Alicia Gómez, Center for the Study of Higher Education Management, (CEGES-UPV), Member of the Working Group Antonio Gutierrez, Institute of Innovation and Knowledge Management, (INGENIO CSIC- UPV), Member of the Working Group Ginés Marco Perles, Universidad Católica de Valencia, Member of the Steering Committee Sara Marqués, Universidad Cardenal Herrera, -
Thinking Higher and Beyond: Perspectives on the Futures of Higher Education to 2050
Thinking Higher and Beyond Perspectives on the Futures of Higher Education to 2050 May 25, 2021 Published in 2021 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France and UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) © UNESCO IESALC 2021 Copyright deposit: DC2021000616 ISBN 978-980-7175-57-9 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Cover picture from Kaboompics.com from Pexels. No known copyright restrictions. 1 Report compiled by Emma Sabzalieva, Eglis Chacón, Bosen Lily Liu, Diana Morales, Takudzwa Mutize, Huong Nguyen, Jaime Roser Chinchilla. IESALC wishes to acknowledge the valuable feedback and input from the following colleagues: Dana Abdrasheva, Leanne Davey, Keri Facer, Keith Holmes, Harold Mera, José Antonio Quinteiro, Daniele Vieira. -
Interview with Benno Werlen
Boletim 'am(ineiro de )eo&ra*ia, v+ 2, n+ ,, 2012+ by Alcides Man oni Neto, oni Neto, Man Alcides by Benno Werlen where he gave We topi contemporary regionalisms and geographer establishing a dialog with several authors, such as thediscussed Brazilian his proposal receivedof us with angreat disposition, action-centeredpresented his (USP) trajectoryGeography and — construction of geographical realities c ha s to the contemporary stheworld. to contemporary ve Post-Graduation Program in Human Geography. He interviewed Benno Werlen during his visit to São Paulo, Milton Santos —, besides developing his critique of a lecture Andr! "asti, #$ciano %$arte and Wa&ner Nabarro andWa&ner #$ciano "asti, %$arte Andr! INTERVIEW about Spatial Relations and the meaningful problematizing several valuable to the University of São Paulo Interviewed in november 2012, innovember Interviewed has 578 Interview: Benno Werlen We had institutional support from Prof. Fabio Betioli Contel, from the Geography Department of FFLCH/USP and member of our Scientific Council, in making this interview possible and also in the text revision of both versions of it published in this edition — in English and in Portuguese. Thus, we publicize our most sincere gratitude. The availability, the rigor and the seriousness of Benno Werlen in relation to this interview also deserve to be remarked and thanked. * * * Boletim Campineiro de Geografia- We wo$ld li.e to start by as.in& yo$ abo$t yo$r academic tra/ectory. 0ow was yo$r approac1 to &eo&ra(1y and 1ow did yo$r dialo&$e wit1 sociolo&y be&in2 Benno Werlen: This is a longer story. -
Embracing a Culture of Lifelong Learning Contribution to the Futures of Education Initiative Report | a Transdisciplinary Expert Consultation
Embracing a culture of lifelong learning Contribution to the Futures of Education initiative Report | A transdisciplinary expert consultation The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. Alvin Toffl er Dear world leaders, dear brothers and sisters. Education is not a privilege. Education is a right. Education is peace. Malala Yousafzai Published in 2020 by UNESCO Institute for Lifelong Learning The designations employed and the presentation Feldbrunnenstraße 58 of material throughout this publication do not 20148 Hamburg imply the expression of any opinion whatsoever Germany on the part of UNESCO or UIL concerning the legal status of any country, territory, city or area or of its © UNESCO Institute for Lifelong Learning authorities, or concerning the delimitation of its frontiers or boundaries. ISBN 978-92-820-1239-0 The UNESCO Institute for Lifelong Learning Layout and design: Ulrike Köhn undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. This publication is available in Open Access under Its publications are a valuable resource for the Attribution-ShareAlike 3.0 IGO (CC-BY-SA education researchers, planners, policy-makers 3.0 IGO) licence (http://creativecommons.org/ and practitioners. While the programmes of UIL licenses/bysa/3.0/igo/). By using the content of are established along the lines laid down by the this publication, the users accept to be bound General Conference of UNESCO, the publications by the terms of use of the UNESCO Open Access of the Institute are issued under its sole Repository (http://www.unesco.org/open-access/ responsibility. -
Programme Transius Conference 2018
2018 PROGRAMME TRANSIUS CONFERENCE 2018 Centre for Legal and Institutional Translation Studies Faculty of Translation and Interpreting University of Geneva, 18-20 June 2018. ORGANISING COMMITTEE Diego Guzmán Bourdelle-Cazals, Fernando Prieto Ramos (chair) and Annarita Felici. SCIENTIFIC COMMITTEE Anabel Borja Albi (Jaume I University), Łucja Biel (University of Warsaw), Samantha Cayron (University of Geneva), Valérie Dullion (University of Geneva), Jan Engberg (University of Aarhus), Mathilde Fontanet (University of Geneva), Jean-Claude Gémar (University of Montreal and University of Geneva), Sonia Halimi (University of Geneva), Anne Lafeber (United Nations), Karen Mcauliffe (University of Birmingham), Mariana Orozco Jutorán (Autonomous University of Barcelona), Colin Robertson (Council of the European Union), Peter Sandrini (University of Innsbruck), Susan Šarčević (University of Rijeka), Catherine Way (University of Granada). The Organising Committee would like to thank the volunteer staff for their valuable assistance, as well as the following bodies for their support: • Administrative Committee of the University of Geneva • Continuing Education Service of the University of Geneva • Faculty of Translation and Interpreting of the University of Geneva With the kind support of: TRANSIUS CONFERENCE 2018 | PROGRAMME 9.15-9.30 Opening | R080 9.30-10.30 KEY 1 | R080 18 JUNE 2018 10.30-11.00 POST 1A | Coffee break - Poster session 11.00-12.20 PAR 1.1 - ME1 | R080 PAR 1.2 - TE1 | R060 PAR 1.3 - TT1 |R070 12.20-14.00 Lunch break 14.00-15.20 PAR -
Contributions of Service-Learning on PETE Students' Effective Personality
International Journal of Environmental Research and Public Health Article Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research Oscar Chiva-Bartoll 1 , Antonio Baena-Extremera 2 , David Hortiguela-Alcalá 3 and Pedro Jesús Ruiz-Montero 4,* 1 Department of Education and Specific Didactics, Faculty of Humanities and Social Sciences, Universitat Jaume I, 12071 Castellón, Spain; [email protected] 2 Department of Education Sciences, Faculty of Education, University Campus of Cartuja, University of Granada, s/n, 18071 Granada, Spain; [email protected] 3 Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain; [email protected] 4 Department of Physical Education and Sport, Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, 52071 Melilla, Spain * Correspondence: [email protected] Received: 30 October 2020; Accepted: 23 November 2020; Published: 25 November 2020 Abstract: Service-learning (SL) is a pedagogical model focused on achieving curricular goals while providing a community service. Previous research suggests that SL might promote qualities such as self-esteem, motivation, problem-focused coping, decision-making, empathy, and communication, which are associated with a psychological construct known as students’ Effective Personality (EP). These studies, however, did not specifically analyse the direct effects of SL on this construct. The aim of this study is to explicitly analyse the effect of SL on Physical Education Teacher Education (PETE) students’ EP using a mixed methods approach. The quantitative part of the approach followed a quasi-experimental design using the validated “Effective Personality Questionnaire for University Students”, which includes four dimensions: “Academic self-efficacy”, “Social self-realisation”, “Self-esteem”, and “Resolutive self-efficacy”.