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The Educative Purpose of Higher Education for Human and Social Development in the Context of Globalization (Richard Bawden)
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The Educative Purpose of Higher Education for Human and Social Development in the Context of Globalization (Richard Bawden)

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Presentation at the Plenary Session "Preparing the new generation – the educative purpose and higher education curricula for human and social development" within the 4th International Barcelona ...

Presentation at the Plenary Session "Preparing the new generation – the educative purpose and higher education curricula for human and social development" within the 4th International Barcelona Conference on Higher Education organized by GUNI (http://www.guni-rmies.net) in March-April 2008.

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The Educative Purpose of Higher Education for Human and Social Development in the Context of Globalization (Richard Bawden) The Educative Purpose of Higher Education for Human and Social Development in the Context of Globalization (Richard Bawden) Presentation Transcript

  • The Educative Purpose of Higher Education for Human and Social Development in the Context of Globalization. IV International Barcelona Conference on Higher Education - Global University Network for Innovation GUNI– April 2008, Barcelona Spain.
  • Meta cognition Cognition Epistemic cognition Concrete Experiences Innate Insights INSPIRATIONAL EXPERIENTIAL Spirituality
  • “ In a spirit engendered by John Dewey, we seek to promote the notion of critical engagement as a form of transformational work that is as democratic in its processes and practices as it is in its intentions and practices”. Fear, Rosaen, Bawden and Foster-Fishman Coming to Critical Engagement
  • . “ We call for a sustained discursive connections to be established between academia and the citizenry – as well as with other institutions of the state – in democratic processes through which our shared everyday experiences are collectively transformed into ….consensual meaningful actions for improvements in wellbeing that are inclusive of others and nature alike”. Fear, Rosaen, Bawden and Foster-Fishman
  • Universities Industry Government Citizenry students money graduates The Conventional Model of University Relationships graduates graduates money
  • Universities Industry Government Citizenry Democratic Discourse Critical Engagement
  • . Climate Change Degradation Economic Techno-Cultural Controversies Violence Globalization Social Inequities Disease Pandemics Sectarian Ecological Resource Depletion Demographic Pressures The Global Nature of the Contemporary Problematique
  • . Climate Change Degradation Economic Techno-Cultural Controversies Violence Globalization Social Inequities Disease Pandemics Sectarian Ecological Resource Depletion Demographic Pressures The Dense Inter-connectedness of the Contemporary Problematique
  • The Process of Inquiry. Conceptual World of Abstractions Concrete World of Experience Taking Action Finding Out
  • Worldview Window Competency ‘Tool Box’
  • What we ‘do’ in this world is essentially a function of how we ‘see’ it. Therefore, if we are to change what we ‘do’ in and to the world about us, we need to change how we ‘see’ it – we need to learn how to modify our worldview perspectives!
    • Worldviews can be characterized according to beliefs and assumptions about:
    • The nature of nature ( ontologies )
    • The nature of knowledge ( epistemologies )
    • The nature of human nature – especially ethics and aesthetics ( axiologies )
  • The Prevailing Reductionist Techno-scientific Worldview
  • The Emerging Holocentric/Global Worldview
  • Epistemic Development From reductionism to holism
  • Collective Epistemic Transformation
  • Thank You
  • Cognition
  • Cognition Meta cognition
  • Meta cognition Cognition Epistemic cognition