Strategic ForesightFrom theory to practice in the MENA region Iran FocusVictor Motti
Section one: Concepts, Theory and Methods (10 min)
Section Two: Applications and Practice (50 min)
Middle East and North Africa overview (10 min)
Iran Focus (40 min)
Section Three: Q&A and Discussion (60 min)
http://webmagazine.unitn.it/evento/sociologia/9402/strategic-foresight
This is my final research work I embarked during my BBA final year studies.
The world is now considered to be a knowledge economy in which organizations’ sharing and creation of knowledge form an important role in integration and innovation. Knowledge creation is recognized as strategically important organizational learning and innovation tool.
Knowledge can be created through a continuous dialogue process between tacit and explicit knowledge, as well as through four patterns, namely; interactions or socialization, combination, internalization and externalization. The research problem was based on the fact that knowledge can become obsolete, so it is imperative that knowledge creation and management is a continuous process enabling efficient and effective business practices.
Pichutz (Singularity Pyramid) concept April 28Vo Viet Anh
Pichutz is a proposed online multidimensional knowledge mapping platform intended to help accelerate progress toward the technological singularity. It maps knowledge across 4 dimensions: 1) conceptual hierarchy, 2) relevance to survival, 3) grouping related topics, and 4) different language representations. Pichutz aims to address issues like the lack of a unified knowledge structure, strategic profiling of experts, resolving disagreements between leaders, increasing awareness of existential risks, and overcoming language barriers to machine understanding. The document provides details on the concept and goals of Pichutz and argues it could help with problems in research, collaboration, decision making, and achieving artificial superintelligence.
17The Five Minds for the FutureHOWARD GARDNERGraduat.docxfelicidaddinwoodie
17
The Five Minds for the Future
HOWARD GARDNER
Graduate School of Education, Harvard University
At the start of the third millennium, we are well attuned to considerations
of “the future.” In conceptualizing the future, I refer to trends whose
existence is widely acknowledged: the increasing power of science and
technology; the interconnectedness of the world in economic, cultural, and
social terms; and the incessant circulation and intermingling of human
beings of diverse backgrounds and aspirations.
As one who has witnessed discussions of the future all over the world,
I can attest that belief in the power of education—for good or for ill—is
ubiquitous. We have little difficulty in seeing education as an enterprise—
indeed, the enterprise—for shaping the mind of the future.
What kind of minds should we be cultivating for the future? Five types
stand out to me as being particularly urgent at the present time. One by
one, let me bring them onto center stage.
I. The Disciplined Mind
In English, the word “discipline” has two distinct connotations. First, we
speak of the mind as having mastered one or more disciplines—arts, crafts,
professions, scholarly pursuits. By rough estimates, it takes approximately
a decade for an individual to learn a discipline well enough so that he or
she can be considered an expert or master. Perhaps at one time, an individual
could rest on her laurels once such disciplinary mastery has been initially
achieved. No longer! Disciplines themselves change, ambient conditions
change, as do the demands on individuals who have achieved initial mastery.
One must continue to educate oneself and others over succeeding decades.
Such hewing of expertise can only be done if an individual possesses dis-
Schools: Studies in Education, vol. 5, nos. 1/2 (Spring/Fall 2008).
� 2008 by Howard Gardner. Reprinted by permission of the author.
18 Schools, Spring/Fall 2008
cipline—in the second sense of the word. That is, one needs continually to
practice in a disciplined way if one is to remain at the top of one’s game.
We first acquire a “disciplined mind” in school, though relatively few of
us go on to become academic disciplinarians. The rest of us master dis-
ciplines that are not, strictly speaking, “scholarly,” yet the need to master
a “way of thinking” applies to the entire range of workers—whether it be
lawyers, engineers, crafts persons, or business professionals involved with
personnel, marketing, sales, or management. Such education may take in
formal classes or on the job, explicitly or implicitly. In the end, a form
of mastery will be achieved, one that must continue to be refined over
the years.
Nowadays, the mastery of more than one discipline is at a premium.
We value those who are interdisciplinary, multidisciplinary, or transdisci-
plinary. But these claims must be cashed in. We would not value a bilingual
person unless he or she can speak more than one language. By the same
token, the claim of pluridiscip ...
To What Use is Philosophy in an Age of Science and Technology? AJSSMTJournal
Philosophy as a discipline of studies and as a form of knowledge is facing a lot of challenges today, even in the university
systems and institutions where some have marginalized it or consigned it to the realm of general studies. The erstwhile
mother of the sciences does not seem to have the dignity among the sciences. Since respectability has today been reserved
to the sciences that appear to have more practical impart specifically the empirical sciences and technology. Thus, in this age
of manufacturing and industry, men are either cynical about any form of knowledge that is merely speculative and does not
talk of bread and butter issues or appear not to have any economic potency. No wonder, a book in French was titled “A Quoi
Bon La Philosophy” (To What Good Is Philosophy). The goal of this article is to respond to this modern cynicism and
interrogation on the utility of philosophy. It will be our contention that any knowledge and learning without the philosophical
ingredient suffers fundamental impoverishment. Furthermore, that the empirical sciences and technology require a discipline
like philosophy for their foundational legitimation
The document describes the Singularity Pyramid (SP) concept, which is an extensively organized online knowledge mapping system and futuristic version of Wikipedia. The SP aims to address problems like lack of coherent knowledge structure, lack of strategic profiling abilities, leader discord, unawareness of long-term dangers, and the language barrier between humans and AI. It uses four dimensions - conceptual, purposeful, scopic, and language - to capture knowledge in a hierarchical, probabilistic structure and guide learning towards the goal of technological singularity. The SP would provide benefits like improved academic research, strategic profiling of individuals, identifying areas of disagreement between experts, raising awareness of existential risks, and accelerating machine learning.
This document discusses several trends in future studies, including eclecticism in methodology, questions around whether it is a real scientific field, and the tremendous influence of future studies despite conceptual vagueness. It notes influence on political and corporate decision making from future studies reports. While prediction depends on location, technological progress is often seen as absolute scientific truth, with concerns this could lead to a "crusade" against non-scientific ideas. The main topic is artificial intelligence, noting different types from below human to superhuman, and questions around ethics, risks, and human-AI co-evolution.
Mark Nichols discussed how education aims to enlighten students by transforming how they think, not just what they think. He argued that while access to information has increased, true enlightenment requires developing critical thinking skills. Looking to the future, he questioned whether new technologies could actually limit access to information and reverse progress made since the Enlightenment period.
Strategic ForesightFrom theory to practice in the MENA region Iran FocusVictor Motti
Section one: Concepts, Theory and Methods (10 min)
Section Two: Applications and Practice (50 min)
Middle East and North Africa overview (10 min)
Iran Focus (40 min)
Section Three: Q&A and Discussion (60 min)
http://webmagazine.unitn.it/evento/sociologia/9402/strategic-foresight
This is my final research work I embarked during my BBA final year studies.
The world is now considered to be a knowledge economy in which organizations’ sharing and creation of knowledge form an important role in integration and innovation. Knowledge creation is recognized as strategically important organizational learning and innovation tool.
Knowledge can be created through a continuous dialogue process between tacit and explicit knowledge, as well as through four patterns, namely; interactions or socialization, combination, internalization and externalization. The research problem was based on the fact that knowledge can become obsolete, so it is imperative that knowledge creation and management is a continuous process enabling efficient and effective business practices.
Pichutz (Singularity Pyramid) concept April 28Vo Viet Anh
Pichutz is a proposed online multidimensional knowledge mapping platform intended to help accelerate progress toward the technological singularity. It maps knowledge across 4 dimensions: 1) conceptual hierarchy, 2) relevance to survival, 3) grouping related topics, and 4) different language representations. Pichutz aims to address issues like the lack of a unified knowledge structure, strategic profiling of experts, resolving disagreements between leaders, increasing awareness of existential risks, and overcoming language barriers to machine understanding. The document provides details on the concept and goals of Pichutz and argues it could help with problems in research, collaboration, decision making, and achieving artificial superintelligence.
17The Five Minds for the FutureHOWARD GARDNERGraduat.docxfelicidaddinwoodie
17
The Five Minds for the Future
HOWARD GARDNER
Graduate School of Education, Harvard University
At the start of the third millennium, we are well attuned to considerations
of “the future.” In conceptualizing the future, I refer to trends whose
existence is widely acknowledged: the increasing power of science and
technology; the interconnectedness of the world in economic, cultural, and
social terms; and the incessant circulation and intermingling of human
beings of diverse backgrounds and aspirations.
As one who has witnessed discussions of the future all over the world,
I can attest that belief in the power of education—for good or for ill—is
ubiquitous. We have little difficulty in seeing education as an enterprise—
indeed, the enterprise—for shaping the mind of the future.
What kind of minds should we be cultivating for the future? Five types
stand out to me as being particularly urgent at the present time. One by
one, let me bring them onto center stage.
I. The Disciplined Mind
In English, the word “discipline” has two distinct connotations. First, we
speak of the mind as having mastered one or more disciplines—arts, crafts,
professions, scholarly pursuits. By rough estimates, it takes approximately
a decade for an individual to learn a discipline well enough so that he or
she can be considered an expert or master. Perhaps at one time, an individual
could rest on her laurels once such disciplinary mastery has been initially
achieved. No longer! Disciplines themselves change, ambient conditions
change, as do the demands on individuals who have achieved initial mastery.
One must continue to educate oneself and others over succeeding decades.
Such hewing of expertise can only be done if an individual possesses dis-
Schools: Studies in Education, vol. 5, nos. 1/2 (Spring/Fall 2008).
� 2008 by Howard Gardner. Reprinted by permission of the author.
18 Schools, Spring/Fall 2008
cipline—in the second sense of the word. That is, one needs continually to
practice in a disciplined way if one is to remain at the top of one’s game.
We first acquire a “disciplined mind” in school, though relatively few of
us go on to become academic disciplinarians. The rest of us master dis-
ciplines that are not, strictly speaking, “scholarly,” yet the need to master
a “way of thinking” applies to the entire range of workers—whether it be
lawyers, engineers, crafts persons, or business professionals involved with
personnel, marketing, sales, or management. Such education may take in
formal classes or on the job, explicitly or implicitly. In the end, a form
of mastery will be achieved, one that must continue to be refined over
the years.
Nowadays, the mastery of more than one discipline is at a premium.
We value those who are interdisciplinary, multidisciplinary, or transdisci-
plinary. But these claims must be cashed in. We would not value a bilingual
person unless he or she can speak more than one language. By the same
token, the claim of pluridiscip ...
To What Use is Philosophy in an Age of Science and Technology? AJSSMTJournal
Philosophy as a discipline of studies and as a form of knowledge is facing a lot of challenges today, even in the university
systems and institutions where some have marginalized it or consigned it to the realm of general studies. The erstwhile
mother of the sciences does not seem to have the dignity among the sciences. Since respectability has today been reserved
to the sciences that appear to have more practical impart specifically the empirical sciences and technology. Thus, in this age
of manufacturing and industry, men are either cynical about any form of knowledge that is merely speculative and does not
talk of bread and butter issues or appear not to have any economic potency. No wonder, a book in French was titled “A Quoi
Bon La Philosophy” (To What Good Is Philosophy). The goal of this article is to respond to this modern cynicism and
interrogation on the utility of philosophy. It will be our contention that any knowledge and learning without the philosophical
ingredient suffers fundamental impoverishment. Furthermore, that the empirical sciences and technology require a discipline
like philosophy for their foundational legitimation
The document describes the Singularity Pyramid (SP) concept, which is an extensively organized online knowledge mapping system and futuristic version of Wikipedia. The SP aims to address problems like lack of coherent knowledge structure, lack of strategic profiling abilities, leader discord, unawareness of long-term dangers, and the language barrier between humans and AI. It uses four dimensions - conceptual, purposeful, scopic, and language - to capture knowledge in a hierarchical, probabilistic structure and guide learning towards the goal of technological singularity. The SP would provide benefits like improved academic research, strategic profiling of individuals, identifying areas of disagreement between experts, raising awareness of existential risks, and accelerating machine learning.
This document discusses several trends in future studies, including eclecticism in methodology, questions around whether it is a real scientific field, and the tremendous influence of future studies despite conceptual vagueness. It notes influence on political and corporate decision making from future studies reports. While prediction depends on location, technological progress is often seen as absolute scientific truth, with concerns this could lead to a "crusade" against non-scientific ideas. The main topic is artificial intelligence, noting different types from below human to superhuman, and questions around ethics, risks, and human-AI co-evolution.
Mark Nichols discussed how education aims to enlighten students by transforming how they think, not just what they think. He argued that while access to information has increased, true enlightenment requires developing critical thinking skills. Looking to the future, he questioned whether new technologies could actually limit access to information and reverse progress made since the Enlightenment period.
This document summarizes Howard Gardner's theory of five minds for the future that are important for education. The five minds are: the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind. It discusses the features and development of each mind. It argues that without cultivating these five minds, individuals will be limited in their abilities and society will lack responsible citizens. It concludes by emphasizing the importance of developing these minds through education to prepare students for an uncertain future.
This document discusses the values of commerce education. It identifies five key values: 1) practical or utilitarian value in preparing individuals for commercial activities, 2) cultural value in transmitting values like honesty, 3) social value in supporting efficient commercial transactions that society depends on, 4) disciplinary value in developing systematic thinking skills, and 5) vocational value in providing employment and income opportunities. It also reviews related literature on the differences between practical and theoretical knowledge and the various relationships between practical and theoretical reasoning.
Public Computing Intellectuals in the Age of AI CrisisRandy Connolly
This talk advocates for a conceptual archetype (the Public Computer Intellectual) as a way of practically imagining the expanded possibilities of academic practice in the computing disciplines, one that provides both self-critique and an outward-facing orientation towards the public good.
This document discusses the need to redefine intellectualism for the modern world. It argues that present-day schools of intellectual thought are outdated and need updating. It proposes that intellectualism should be driven less by individual interests and more by collective thought. It also calls for the development of robust intellectualism in developing countries so their interests and causes can be advanced. Overall, the document advocates for a comprehensive reassessment and modernization of intellectualism globally.
This document discusses the need to redefine intellectualism for the modern world. It argues that present-day schools of intellectual thought are outdated and need updating. It proposes that intellectualism should be driven less by individual interests and more by collective thought. It also calls for the development of robust intellectualism in developing countries so their interests and causes can be advanced. Overall, the document advocates for a comprehensive reassessment and modernization of intellectualism globally.
The document discusses the challenges of writing a contextual analysis essay, which requires an understanding of the topic's context through a detailed examination of historical, cultural, social, and literary factors. It notes that finding the right balance of providing background information while conducting an in-depth analysis is difficult. The essay also demands strong research skills to gather relevant sources and the ability to synthesize information into a cohesive argument.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
What if there were no universities? - Jan W. Vasbinder (2017)Wouter de Heij
This document discusses what role universities might play if they did not already exist. It argues that while all of humanity's knowledge is theoretically accessible, universities would still be necessary to address complex problems. Specifically:
1) The world faces enormous complex problems that require interdisciplinary knowledge and approaches.
2) Existing knowledge from various cultures could help address problems, but scientific knowledge is often inaccessible to non-experts.
3) Universities could help identify knowledge gaps and strategies by taking a problem-based approach and applying a "complexity lens" to properly understand issues.
4) Crafting a complexity lens to analyze complex problems would require expertise from all fields and professions.
Chicago Essay Format. 002 Chicago Style Essay ThatsnotusVanessa Martinez
Chicago Style Paper Template | merrychristmaswishes.info. How To Format Chicago Style Footnote Academic Hournal. 002 Chicago Style Essay ~ Thatsnotus. Persuasive Essay: Chicago style format paper. Unforgettable Chicago Style Essay Format ~ Thatsnotus. Uc Essay Prompts Example.
English Grammar and Essay Writing, Workbook 2 (College Writing, #2) by .... Amazon.co.jp: How to Write A+ Essays: Step-By-Step Practical Guides .... A Book of Essays: Buy A Book of Essays by unknown at Low Price in India .... Primary English Essay Book at Rs 35/piece | Nai Sarak | Delhi | ID .... Online essay books in english. 120 SPM English Model Essays (CEFR-aligned) (2021) | Shopee Malaysia. School English Essay Book at Rs 30/piece | निबंध किताबें in Delhi | ID .... English Essay Book | 20 Essays About Great People | Kids Books. Middle English Essay Book at Rs 30/piece | Essay Books in Delhi | ID .... Junior English Essay Book at Rs 50/piece | English Essay Book in Delhi .... Importance of reading books essay in English | Topics in English. Write an essay on book || Essay writing || English - YouTube. 10 lines essay on book in English - YouTube. Essay on Books | Books on Essay for Students and Children in English .... Download English Essay Book Pdf - Free Download File PDF. Essay On Books | Books Essay In English | Essay - YouTube. Download Free Essay Writing Book Archives | CSS Times. Essay on my favourite book in english || My favourite book essay .... English for Writing Research Papers ~ literăCUliteră. Download english essay book pdf.
What is the value of studying humanities in a business or technical .pdfinfo785431
What is the value of studying humanities in a business or technical curriculum?
Solution
Having learned more about the myths and stories of Western civilization, I am understanding
more how study of the humanities (art, history, and literature) can be used to help people better
understand and communicate with one another. It is obvious that the study of humanities is not
just a college course, but it is an ongoing process and practice in life.
The humanities can first be used to understand the past which has created the present. The
culture which we have was shaped by the past. Facts, findings, and literature of even thousands
of years ago have influenced our world today. Knowing this past can allow people to understand
our present; knowing how we came to this present helps us to communicate about it and the
future.
The study of the humanities can also be used to realize differing interpretations of life and
history. Studying facts of the past helps to understand literature of the past. Art reflects the
cultures of the past, and shows how we achieved what we have today. For example, the Song of
Roland was very biased about the Saracens (Muslims). If one only studied literature, they would
have a totally skewed interpretation of who the Muslims were. By studying history though, we
know that the battle in this literature wasn\'t even against Muslims. Also by studying history and
religion we can see how Islam developed and what it really is. This is just one example of how
the comprehensive study of the humanities can be used to understand the world, and to
communicate fairly and intelligently with others in the world.
The humanities are not just part of the college\'s curriculum. The study of the humanities teaches
one how to study and look at how the past developed and how it has impacted today\'s world.
The humanities allows people of different cultures to communicate and understand their
sometimes common pasts but present differences. The humanities shows how different
disciplines affect and complement one another. Finally, the study of the humanities shows that
this study is ongoing and continual, constantly evolving and shaping.
Highly successful executives, entrepreneurs and policy makers offer words of wisdom about the
practical value of studying the humanities. “I think if you have a good background in what it is to
be human, an understanding of life, culture and society, it gives you a good perspective on
starting a business, instead of an education purely in business...You can always pick up how to
read a balance sheet and how to figure out profit and loss, but it\'s harder to pick up the other
stuff on the fly. ”
1. The humanities prepare you to fulfill your civic and cultural responsibilities.
The
reason that John Harvard left his library to the college in Cambridge,
Massachusetts, that Jane and Leland Stanford founded Stanford University, and
that states established land-grant colleges was to educate cultured and
useful citizens. T.
Helen Beetham discusses the need for universities to rethink how knowledge and thinking are practiced in their curriculums in a post-pandemic world. She argues that curriculums should value sustainability thinking, decolonization, digital practices like design thinking and coding, and data literacy. Universities also need to foster critical thinking about technology and its impacts. To prepare students for uncertain futures, curriculums should incorporate futures thinking exercises to imagine alternative futures and the knowledge needed to thrive in them.
This dissertation examines future-making practices in London consumer research. Through ethnographic research, the author analyzes how futures are conceptualized and utilized within design agencies and consultancies. The dissertation makes several key arguments:
1) There are different typologies of futures at play, from symbolic futures assigned to practices, to internalized "social futures" that shape individuals and groups.
2) The notion of the future influences practice itself, accentuating practitioners' role as future-makers.
3) Considering futures as a cultural concept provides a framework to understand increasingly globalized practices.
The dissertation utilizes literature on temporality, anthropology, design, and cultural production to analyze ethnographic findings on how futures
This document discusses key concepts related to knowledge management, including ontology, epistemology, explicit vs tacit knowledge, and knowing-that vs knowing-how.
It explains that ontology is the study of what exists, while epistemology is the study of how knowledge is acquired and what can be known. There are two main epistemological perspectives - logical positivism which sees knowledge as objectively reflecting reality, and constructivism which sees knowledge as personally constructed.
The document also distinguishes between explicit knowledge which can be readily articulated and shared, tacit knowledge which is harder to articulate but provides context, knowing-that which is factual knowledge and knowing-how which is practical skill or procedural knowledge.
Session 1 -- global challenges in educationMadan Pant
The document discusses the attributes of an educated person in the 21st century. It analyzes views from various thought leaders on skills such as critical thinking, problem solving, communication, and lifelong learning. Additionally, it recognizes a strong consensus among sources that an educated person is equipped to handle most life situations through skills like reasoning, writing, speaking and making decisions. Formal education often overlooks these soft skills in favor of more easily assessable ones, but true education is an ongoing process not defined by degrees alone.
The document discusses Topic Maps and knowledge representation. It touches on several key ideas:
1) Topic Maps allows one to capture knowledge in a way that is easily understood by both humans and computers by facilitating knowledge representation and findability.
2) A "subject" in Topic Maps can refer to anything that information can be asserted about. Topics are used to represent subjects.
3) Categorization and basic-level categories are important concepts in human cognition and language that influence how knowledge is organized. However, there is no single definitive way to categorize things.
Innovation can arise from many sources, including individuals, universities, government labs, non-profits, and firms. However, the most powerful source of innovation comes from the linkages and networks between these different actors, as they are able to leverage knowledge and resources from multiple places. Innovation begins with the generation of new ideas through creativity. Creativity is defined as the ability to produce novel and useful work. An individual's creative ability depends on their intellectual skills, knowledge, personality, motivation, and environment. Additionally, an organization's overall creativity is a function of both its individuals' creativity as well as the social and contextual factors that shape how those individuals interact and are influenced by the organization.
This document is a student paper reviewing international journals. It begins with an introduction thanking God and the professor for allowing the completion of the assignment. It then includes a table of contents and three chapters. Chapter 1 discusses what a journal is and provides an excerpt from an international journal on the transferability of higher order cognitive skills. Chapter 2 will review international journals. Chapter 3 will provide a conclusion and recommendations. In total, the paper analyzes the topic of international journal reviews.
This document discusses using Understanding by Design (UbD) and technology to design curriculum. It explains the key components of UbD including identifying desired results, determining acceptable evidence of learning, and planning learning experiences. It provides examples of how to analyze goals, identify understandings and essential questions. It also discusses using technology to enhance formative assessment, research, collaboration and project-based learning in line with UbD principles.
The document discusses the promise and challenges of developing a unitary doctoral curriculum across information schools. While a unitary curriculum could promote coherence, reduce chaos, and establish a common identity, interdisciplinarity and the youth of the information field make consensus difficult. The Carnegie Initiative on the Doctorate explored defining goals but risked curbing autonomy. An alternative is focusing doctoral training on developing scientist-practitioners to address information problems and lead the next generation, taking an evidence-based approach.
This document summarizes Howard Gardner's theory of five minds for the future that are important for education. The five minds are: the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind. It discusses the features and development of each mind. It argues that without cultivating these five minds, individuals will be limited in their abilities and society will lack responsible citizens. It concludes by emphasizing the importance of developing these minds through education to prepare students for an uncertain future.
This document discusses the values of commerce education. It identifies five key values: 1) practical or utilitarian value in preparing individuals for commercial activities, 2) cultural value in transmitting values like honesty, 3) social value in supporting efficient commercial transactions that society depends on, 4) disciplinary value in developing systematic thinking skills, and 5) vocational value in providing employment and income opportunities. It also reviews related literature on the differences between practical and theoretical knowledge and the various relationships between practical and theoretical reasoning.
Public Computing Intellectuals in the Age of AI CrisisRandy Connolly
This talk advocates for a conceptual archetype (the Public Computer Intellectual) as a way of practically imagining the expanded possibilities of academic practice in the computing disciplines, one that provides both self-critique and an outward-facing orientation towards the public good.
This document discusses the need to redefine intellectualism for the modern world. It argues that present-day schools of intellectual thought are outdated and need updating. It proposes that intellectualism should be driven less by individual interests and more by collective thought. It also calls for the development of robust intellectualism in developing countries so their interests and causes can be advanced. Overall, the document advocates for a comprehensive reassessment and modernization of intellectualism globally.
This document discusses the need to redefine intellectualism for the modern world. It argues that present-day schools of intellectual thought are outdated and need updating. It proposes that intellectualism should be driven less by individual interests and more by collective thought. It also calls for the development of robust intellectualism in developing countries so their interests and causes can be advanced. Overall, the document advocates for a comprehensive reassessment and modernization of intellectualism globally.
The document discusses the challenges of writing a contextual analysis essay, which requires an understanding of the topic's context through a detailed examination of historical, cultural, social, and literary factors. It notes that finding the right balance of providing background information while conducting an in-depth analysis is difficult. The essay also demands strong research skills to gather relevant sources and the ability to synthesize information into a cohesive argument.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
What if there were no universities? - Jan W. Vasbinder (2017)Wouter de Heij
This document discusses what role universities might play if they did not already exist. It argues that while all of humanity's knowledge is theoretically accessible, universities would still be necessary to address complex problems. Specifically:
1) The world faces enormous complex problems that require interdisciplinary knowledge and approaches.
2) Existing knowledge from various cultures could help address problems, but scientific knowledge is often inaccessible to non-experts.
3) Universities could help identify knowledge gaps and strategies by taking a problem-based approach and applying a "complexity lens" to properly understand issues.
4) Crafting a complexity lens to analyze complex problems would require expertise from all fields and professions.
Chicago Essay Format. 002 Chicago Style Essay ThatsnotusVanessa Martinez
Chicago Style Paper Template | merrychristmaswishes.info. How To Format Chicago Style Footnote Academic Hournal. 002 Chicago Style Essay ~ Thatsnotus. Persuasive Essay: Chicago style format paper. Unforgettable Chicago Style Essay Format ~ Thatsnotus. Uc Essay Prompts Example.
English Grammar and Essay Writing, Workbook 2 (College Writing, #2) by .... Amazon.co.jp: How to Write A+ Essays: Step-By-Step Practical Guides .... A Book of Essays: Buy A Book of Essays by unknown at Low Price in India .... Primary English Essay Book at Rs 35/piece | Nai Sarak | Delhi | ID .... Online essay books in english. 120 SPM English Model Essays (CEFR-aligned) (2021) | Shopee Malaysia. School English Essay Book at Rs 30/piece | निबंध किताबें in Delhi | ID .... English Essay Book | 20 Essays About Great People | Kids Books. Middle English Essay Book at Rs 30/piece | Essay Books in Delhi | ID .... Junior English Essay Book at Rs 50/piece | English Essay Book in Delhi .... Importance of reading books essay in English | Topics in English. Write an essay on book || Essay writing || English - YouTube. 10 lines essay on book in English - YouTube. Essay on Books | Books on Essay for Students and Children in English .... Download English Essay Book Pdf - Free Download File PDF. Essay On Books | Books Essay In English | Essay - YouTube. Download Free Essay Writing Book Archives | CSS Times. Essay on my favourite book in english || My favourite book essay .... English for Writing Research Papers ~ literăCUliteră. Download english essay book pdf.
What is the value of studying humanities in a business or technical .pdfinfo785431
What is the value of studying humanities in a business or technical curriculum?
Solution
Having learned more about the myths and stories of Western civilization, I am understanding
more how study of the humanities (art, history, and literature) can be used to help people better
understand and communicate with one another. It is obvious that the study of humanities is not
just a college course, but it is an ongoing process and practice in life.
The humanities can first be used to understand the past which has created the present. The
culture which we have was shaped by the past. Facts, findings, and literature of even thousands
of years ago have influenced our world today. Knowing this past can allow people to understand
our present; knowing how we came to this present helps us to communicate about it and the
future.
The study of the humanities can also be used to realize differing interpretations of life and
history. Studying facts of the past helps to understand literature of the past. Art reflects the
cultures of the past, and shows how we achieved what we have today. For example, the Song of
Roland was very biased about the Saracens (Muslims). If one only studied literature, they would
have a totally skewed interpretation of who the Muslims were. By studying history though, we
know that the battle in this literature wasn\'t even against Muslims. Also by studying history and
religion we can see how Islam developed and what it really is. This is just one example of how
the comprehensive study of the humanities can be used to understand the world, and to
communicate fairly and intelligently with others in the world.
The humanities are not just part of the college\'s curriculum. The study of the humanities teaches
one how to study and look at how the past developed and how it has impacted today\'s world.
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The
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The House of Wisdom
1. Seminario Global de Formación Prospectiva
El Estado
del Arte en los Estudios del Futuro
Videoconferencias 2013
April 26
Faculty of Political and Social Sciences
National Autonomous University of Mexico
4. Some questions
1 Relationship between think tanks and futurists
A professional futurist emerges from a think
tank or end up there?
Which term is more broader in terms of coverage: a place
where futurists work or a think tank?
5. Futurists emerge from think tanks?
A think tank is a network of scholars committed to effective and systemic
policy analysis both for the current issues and the long term challenges
Institutes that are instrumental in launching aspiring futurists
They help graduate students (Master and PhD) better select a topic and
complete their thesis projects
They help scholars publish their first book
6. Futurists emerge from think tanks?
They are incubators for the next social innovators and provide global
landscape for researchers. They offer sabbaticals and areas of
concentrated learning opportunities, introducing/creating new
professional networks
Scholars and activists may return to think tanks to find institutional home
Most think tanks are ideologically-affiliated
They convene and coordinate major campaigns
They holds conferences, do research, publish a blog, do behind-closed-
doors lobbying work
7. Futurists emerge from think tanks?
Not all people who work in think tanks are futurists
High profile former civil servants may join think tanks as credible sources of
deep practical insight
Based on the pressing current issues in the society like job creation,
economic growth, elections, etc. chances to do actual futures work maybe
limited in some think tanks
The ideas of professional futurists are useful in times of dramatic change
8. Futurists emerge from think tanks?
A typical scholar or analyst at a think tank does not necessarily apply the
Futures Research Methodology while addressing the future
But professional futurists often use known methods while addressing the
alternative futures and the prospect of change
RAND was the home of Herman Kahn, perhaps the best-known futurist of
his time
9. Futurists emerge from think tanks?
Think tanks (or the people in them) are in the knowledge industry, just as
futurists are. But their scope can be quite broad, from pure analysis, like
RAND, to advocacy, like CAF
An ideal think tank is the most perfect environment for futurists
All think tanks are financed by rich funders, and those funders set the
priorities
10. Futurists emerge from think tanks?
If there is much complexity and uncertainty involved, call professional
futurists in to facilitate some strategic conversation and multiple scenarios
Typical scholars are much focused on their discipline or field of expertise
and cannot discuss strategic futures or facilitate “collaboration” among
scholars from different disciplines
The approach of futurists broadens and 'stress-tests' their thinking,
augments regular desk research and analysis, and adds another dimension
to the output
11. Futurists emerge from think tanks?
Futurists should have and encourage others to adopt an unshakable belief in
the possibility of a better world
Typical scholars usually deal with the outcome of trends and actions and
focus on “risky prospects” i.e. probable worlds yet professional futurists
often deal with the images and events, technically speaking, on “uncertain
prospects’’, i.e. possible worlds ahead
It is reported that there are about 4,500 think tanks in the world.
About 30 of them are considered Futures oriented think tanks.
12. Futurists emerge from think tanks?
“Futurists bring a specific set of skills for understanding change,
describing long-term alternative futures and encourage people to envision
and act on their preferred future. Many think tanks do those things as well
but they often do more in issue and policy analysis and advocacy that goes
beyond what professional futurists do. Some can be quite present-oriented,
in fact, focusing on more near-term futures than most futurists would.”
---- Dr. Peter C. Bishop (2012)
14. Essential Attributes of Futurists
It may appear that being a university graduate is both necessary and
sufficient for the purpose of becoming or training an influencing
futurist. But my own observations only partly support such an
argument. Formal education and the usual academic skills even though
necessary are not sufficient. Therefore, from a human resource
perspective people who want to become able futurists and people who
want to hire them need to pay attention to some essential
characteristics
15. 1. They think the unthinkable
Sometimes when you tell some experts or analysts that we want to
address a big and unusual issue their answer is simply a big no, they
say that is impossible to address. These people are used to a mental
model that is too concentrated on probable futures and not
accommodate possible futures sufficiently. The circle of possible
futures, if existing in this mental model at all, is too small.
16. 2. They have T-shaped knowledge
Some scholars overly respect the order of the things, guard the
boundaries set in the human knowledge enterprise, and recommend to
others not to look or go beyond their cherished department
If an economist is shown the proceedings of the latest conference of
biology or psychology and is not even willing to take a look at the
abstracts you would rather recommend him or her to work in an
institution that is assessing the present or perceiving the past and not
necessarily the futures
17. 2. They have T-shaped knowledge
Able futurists should throw some little anchors in the great ocean of
human knowledge in addition to the big anchor which is their field of
graduation, expertise, or profession
T-shaped persons: a metaphor used in job recruitment to describe the
abilities of persons in the workforce. The vertical bar on the T represents
the depth of related skills and expertise in a single field, whereas the
horizontal bar is the ability to collaborate across disciplines with experts in
other areas and to apply knowledge in areas of expertise other than one's
own.
18. 3. They are stars in communication
Some people are used to writing, some others to lecturing. Some
analysts can only share their points through the output of a software
application and there are instances that there is a great preference for
formulae and figures among futurists. However, an able futurist should
be adaptable and flexible as per the communication channel
If it is felt that the audience (e.g. senior policymakers and planners)
cannot use the written documents, a futurist should be able to use the
language of figures, software outputs, or even a simple impressive
graphic picture. He or she may not expect that others should adapt
themselves to his or her preferred communication channel but to the
contrary the aim is to share and transmit the futures idea by any
available and possible tool or mode
19. 4. They are members in diverse networks
In our network society that is growing rapidly day by day it will be a
source of disgrace and embarrassment that people who want to explore
the new horizons are only connected to a closed circle of old friends and
colleagues who are, most likely, residents of the same region
To become global citizens and to proudly step into the planetary era
we need to diversify our mental models and thus have to become
multilingual.
A target: you cannot become a global person unless have a good
command of at least four languages and when forty percent of your
fellows are non-country men and women.
21. Building a Wisdom House
Wisdom and heightened future consciousness are almost identical
Wisdom brings ethics to bear on the future; it has a holistic quality,
reflecting a synergy of heart and mind (we feel about the future as much
as we think about it); and it is a personal capacity that is nonetheless
applied not only to the betterment of one's own future and but to the
betterment of the future of others as well.
22. Building a Wisdom House
You may qualify to enter a wisdom house if and only if you remain
committed to a set of character virtues
Self-responsibility (necessary to escape perceived helplessness about
the future);
Discipline and commitment (necessary to combat chaos and
relativism);
Transcendence (necessary to care about the future of humanity and not
only one’s ego);
Courage (necessary to face uncertainties and make decisions);
Hope and optimism (necessary to avoid depression);
Love (necessary to recognize the interdependence of all entities in
reality);
Temperance/Balance (necessary to synthesize analytical skills with
intuition and insight);
Wisdom (necessary to make intelligent and informed ethical decisions
about the future).
23. Wise Cyborgs
The “wise cyborg,” is the best possible update in the early 21st century
of who will qualify to be Nietzsche’s Übermensch in the future
A wise cyborg, guided by the ideals of wisdom, will draw his or her
extraordinary and potentially limitless power from “intellectual,
informational, and communicational capacities of computer
technologies”
24. Wise Cyborgs
If ordinary persons in the future insert nanobots inside their brains that
run advances software and stay connected to the Internet all the time then
will they turn into “all-knowing people” at least as far as knowledge
pertains to the physical systems. Can they for instance become able to toss
a pen in a street and cause a major chain disaster in a big city by just
applying their leveraged deep insight into all nonlinear differential
equations that govern our chaotic and complex systems?
25. Wise Cyborgs
Machines are becoming able to refine and even challenge our fundamental
ontology. We see or better to say want to impose taxonomies and
hierarchies when there should be none. Fortunately machines objectively
and automatically can correct us. We think hard and categorize things
deterministically. Machines can think soft and categorize things
probabilistically. Humans are skillful in dealing with linear methods.
Machines can also easily absorb nonlinear ones
Will access to nano machines be an essential part of future quality of life,
if yes, how and in what ways? Will it be as crucial as access to oxygen
and water and food, or something like a private vehicle, or a
well-equipped expensive hospital?
26. Acknowledgement
I am grateful to distinguished members of the World Futures Studies
Federation, Association of Professional Futurists, and Foresight
Network for sharing their comments, insights, and resources while
preparing this presentation.
Special thanks to:
Ms. Sara Robinson, Campaign for America's Future
Ms. Tanja Hichert, South Africa Institute for International Affairs
Dr. Peter Bishop, University of Houston
Mr. Andrew Curry, The Futures Company
Ms. Natalie Dian, FramtidsbyggetTM
Mr. JR Dreier, DreierStrat.com
27. Further Reading
1. Motlagh, Vahid V. (2013) The futures meme: A new generation
perspective, Futures, Volume 45, Pages S62–S72
2. Motlagh, Vahid V. (2012) Wisdom and Futures Studies, Journal of
Futures Studies, Volume 16, Issue 3, pages 118-120
3. The Henley Centre (2001) Best Practice for Strategic Futures Work, A
report for the Performance and Innovation Unit, the UK Cabinet Office
4. McGann, James (2002) Think Tanks and the Transnationalization of
Foreign Policy, Foreign Policy Research Institute
5. Abelson, Donald E. (2002) Do Think Tanks Matter? Assessing the
Impact of Public Policy Institutes, Montreal: McGill-Queen’s
University Press
6. Kapoor R., Gidley J. (2010) Global Mindset Change, Futures, Volume
42, Issue 10, Pages 1035-1230
7. OECD, list of futures-oriented think tanks