‘Framing’ Lifelong Learning in the Twenty-First Century: Towards a Way of Thinking

2007 ◽  
pp. 85-105
Author(s):  
Kevin J. Flint ◽  
David Needham
Keyword(s):  
Lifelong Learning ◽  
First Century ◽  
Way Of Thinking ◽  
Twenty First Century

scholarly journals Cosmopolitan pleasures and affects; or why are we still talking about yellowface in twenty-first-century cinema?

2018 ◽  
pp. 41-60
Author(s):  
Felicia Chan
Keyword(s):  
Identity Politics ◽  
Diversity Management ◽  
Management Training ◽  
Theory And Practice ◽  
First Century ◽  
Way Of Thinking ◽  
Twenty First Century ◽  
Artistic Theory ◽  
Academic Discourses ◽  
Cameron Crowe

It is now widely acknowledged that the postracial fantasies ushered in by Barack Obama’s two-term election success are now in tatters. Yet debates on yellowface casting practices in contemporary Hollywood (also said to have evolved into “whitewashing” practices), in such films as The Last Airbender (M. Night Shyamalan, 2010), Aloha (Cameron Crowe, 2015), Doctor Strange (Scott Derrickson, 2016), Birth of the Dragon (George Nolfi, 2016), and Ghost in the Shell (Rupert Sanders, 2017), have resurfaced in recent times. These press controversies seem almost anachronistic after a generation of “intercultural” artistic theory and practice, “diversity” management training, and numerous academic discourses on otherness and difference, including those on cosmopolitan theory and practice. This article reviews yellowface practices and debates in contemporary times and puts them in dialogue with cosmopolitan aspirations of being “open to difference”, and argues that the latter cannot be taken as self-evident. It offers a way of thinking about yellowface practice via cosmopolitan pleasures evoked largely through modes of consumption, which “hollow out” the subjectivity of the character being depicted. On the site of the intersection between representation and subjectivity is where the identity politics occurs, yet, rather than universalising the issue, the article argues that a cosmopolitan approach should take on board localised conditions and contexts of production and reception in ways that acknowledge the multilayered complexity of the issues at hand.

Toward an Algorithmic Rhetoric

2014 ◽  
pp. 62-79 ◽  
Author(s):  
Chris Ingraham
Keyword(s):  
Problem Solving ◽  
First Century ◽  
Everyday Lives ◽  
Material Reality ◽  
The Everyday ◽  
Way Of Thinking ◽  
Twenty First Century ◽  
Digital Rhetorics

Insofar as algorithms are digital problem-solving operations that follow a set of rules or processes to arrive at a result, they are constrained by the rules that determine their parameters for operating. While an algorithm can only operate according to its instructions, however, the potential rules that might govern an algorithm are inexhaustible. An algorithm's design thus makes rhetorical choices that privilege the importance of some information or desired outcomes over others. This chapter argues for a way of thinking about algorithmic rhetoric as macro-, meso-, and micro-rhetorical. Along these lines, it would be beneficial to think more about algorithms as digital rhetorics with terrific power to sway what counts as knowledge, truth, and material reality in the everyday lives of people across an astonishing range of global communities in the twenty-first century.

scholarly journals Wisdom and lifelong learning in the twenty-first century

2007 ◽  
Author(s):  
Richard Hawley Trowbridge
Keyword(s):  
Older People ◽  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
First Century ◽  
Learning Centers ◽  
Apparent Lack ◽  
Twenty First Century

While research indicates that humans tend potentially to develop towards wisdom in later years, a review of mainly participant-determined groups and courses in 338 lifelong learning centers for older people shows little interest in wisdom or personal development activities. With the suggestion that this apparent lack of interest may be partially owing to the lack of programs for cultivating wisdom, a model is presented that can be practised both independently and in formal education settings, and whose results can be assessed.

scholarly journals Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skillsÖğretmenlerin yirmi birinci yüzyıl becerileri ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 1691 ◽  
Author(s):  
İsmail Keskin ◽  
Taha Yazar
Keyword(s):  
High School ◽  
Lifelong Learning ◽  
Junior High School ◽  
First Century ◽  
Digital Tools ◽  
School Type ◽  
Digital Competence ◽  
Spring Semester ◽  
Twenty First Century ◽  
Twenty First Century Skills

<p>Undoubtedly, the twenty-first century has witnessed rapid changes and developments in the information world. As science and technology develop, sharing information and knowledge has been accelerated. Digital tools are of paramount importance and play an important role in the production and sharing of this information. The world has become a global village by means of digital tools. Digital skills are also an important sub-dimension of lifelong learning. Within this context, our teachers to educate the people of our age are required to acquire and use these skills throughout their lives in order to catch our era in which the information production and sharing are accelerated. The aim of this study is to assess digital competence of teachers within the context of lifelong learning and in the light of the twenty-first century skills. Scope of this study includes teachers in service at high school and junior high school in Diyarbakır, during the spring semester of 2014-2015 academic years. The sample of the study consisted of 286 teachers randomly selected from the population. One of the descriptive research models, survey model has been used in this study. As data collection tool, a scale developed by researchers was used. Developed scale consists of 30 items and three-dimensional. SPSS software was used for analysing the data. In data analysis, digital qualifications of teachers was both examined overall and compared in terms of gender, level of education, branch, school type, institutions, seniority and whether to take computer lessons or courses variables. According to the results obtained, it was observed that teachers have digital qualifications at ‘Adequate level ( =3,5)’, male teachers are more qualified than female teachers and having studied computing either in university or another institution significantly increases digital qualifications.  The results obtained were compared with similar studies in literature and the following suggestions were developed: 1- Teachers, especially senior teachers, should participate in in-service training in line with the teacher’s profile required by the 21st century. 2- Universities should renew their programs according to the needs of the era and should teach especially prospective teachers "learning to learn."  3- In this field, more detailed, more versatile studies on larger samples should be carried out and the findings should be presented to the attention of policy-makers in particular.</p><p> </p><p><strong>Özet</strong></p><p>Yirmi birinci yüzyıl hiç kuşkusuz bilgi dünyasında hızlı değişme ve gelişmelere sahne olmaktadır. Bilim ve teknolojinin gelişmesi ile bilgi üretimi ve bilginin paylaşımı hızlanmıştır. Bu bilgi üretimi ve paylaşımında dijital araçlar önemli bir yer tutmaktadır. Dijital araçlar vasıtasıyla dünya küresel bir köy halini almıştır. Yirmi birinci yüzyıl becerileri arasında dijital beceriler önemli bir yer tutmaktadır. Dijital beceriler aynı zamanda hayat boyu öğrenmenin de önemli bir alt boyutudur. Bu bağlamda bilgi üretiminin ve paylaşımın hızlandığı çağımızı yakalamak için çağımızın insanını yetiştirecek öğretmenlerimizin bu becerileri edinmeleri ve hayat boyunca kullanmaları gerekmektedir. Bu çalışmanın amacı öğretmenlerin yirmi birinci yüzyıl becerileri ışığında ve hayat boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesidir. Çalışmada betimsel araştırma modellerinden tarama modeli kullanılmıştır. Araştırmanın evrenini 2015-2015 eğitim öğretim yılı bahar döneminde Diyarbakır ili merkez ilçelerinde görev yapan ortaokul ve lise öğretmenleri oluşturmaktadır. Araştırmanın örneklemini ise bu evrenden rastgele seçilen 286 öğretmen oluşturmaktadır. Araştırmada ölçme aracı olarak araştırmacılara tarafından geliştirilen 30 maddeden oluşan bir ölçek kullanılmıştır. Verilerin çözümlenmesinde SPSS Statistic 22 programı kullanılmıştır. Verilerin analizinde öğretmenlerin dijital yeterlilikleri hem genel olarak hem de cinsiyet , eğitim durumu, branş, okul türü, mezuniyet, bilgisayar dersi/kursu alma ve kıdem değişkenlerine göre incelenmiştir. Elde edilen sonuçlara göre öğretmenlerin ölçek ortalamasından 3,5 ortalama elde ederek dijital yeterliliklerinin yeterli düzeyde oldukları, cinsiyet bakımından erkek öğretmenlerin kadın öğretmenlere göre daha yeterli oldukları, lisans dersi olarak veya kurs ile bilgisayar dersi almanın dijital yeterlilikleri önemli ölçüde arttırdığı tespit edilmiştir.</p><p>Elde edilen sonuçlar alan yazındaki benzer çalışmalarla karşılaştırılmış ve tespit edilen eksikliklerle ilgili öğretmenler, üniversitelere ve milli eğitim bakanlığına yönelik aşağıdaki öneriler geliştirilmiştir.</p><p>1-Öğretmenler, özellikle kıdemli olanalar 21. Yüzyılın ihtiyacı olan öğretmen profili doğrultusunda hizmet içi eğitime tabi tutulmalı ve çağın gereklerine göre donatılmalıdırlar. Milli eğitim bakanlığı bu konuda üniversitelerin ilgili bölümlerinde ve öğretim üyelerinden profesyonel destek almalıdır. 2-Üniversiteler programlarını çağın ihtiyaçlarına göre yenilemeli ve özellikle öğretmen adaylarını “öğrenmeyi öğrenme” alışkanlığı kazandırmalıdır. 3-Bu alanda daha ayrıntılı, çok yönlü ve geniş katılımlı çalışmalar yapılmalı ve özellikle politika yapıcıların dikkatine sunulmalıdır.</p>

Lifelong Tools for the Learner, Educator, and Worker

2014 ◽  
pp. 1224-1237
Author(s):  
Lyle Yorks ◽  
Leodis Scott
Keyword(s):  
Lifelong Learning ◽  
Community Education ◽  
First Century ◽  
Lifelong Education ◽  
Testing Ground ◽  
Twenty First Century ◽  
Education And Employment ◽  
Learning Cities

Discussing lifelong learning is a chance to revisit notions of education, learning, and employment. In response to the Handbook's call for “technological workforce tools” for lifelong learning, this chapter shifts toward philosophical perspectives serving as the “lifelong tools” of learning and education for considering society in communal ways. These lifelong tools may repair old thoughts or private matters of learned, education, and employment for new collaborative ideas and spirits, breathing life into all areas of learning, educating, and working. This chapter compares lifelong learning with other terms such as lifelong education and community education, and concludes that the emergence of learning cities and regions could be the twenty-first century testing ground for practicing lifelong learning.

Realigning Philosophy and Wisdom in the 21st Century

2020 ◽  
Vol 112 (3) ◽  
pp. 325-340
Author(s):  
Victoria S. Harrison
Keyword(s):  
21St Century ◽  
Good Life ◽  
First Century ◽  
The Other ◽  
Other Hand ◽  
Way Of Thinking ◽  
Twenty First Century ◽  
The Relationship

Abstract Securing a future for philosophy and wisdom in the professionalized and specialized context of twenty-first century academia is the challenge taken up by this article. If the conception of philosophy as the love of wisdom expects too much of philosophers, the construal of philosophy as the study of wisdom expects too little. To attempt to rehabilitate the relationship between philosophy and wisdom by claiming that philosophy is the study of wisdom unreasonably limits the scope of the current vibrant and expansive discipline, leaving it unclear how the more theoretical dimensions of philosophy might fit into it. Moreover, to exclude from consideration the possibility that a person might be improved by philosophy, and his or her life enhanced, is to denature the discipline. The model of philosophy as encouraging friendship with wisdom, on the other hand, does not underestimate philosophy’s potential for helping someone to become the kind of person who could make the choices likely to contribute to the living of a good life. By providing a way of thinking about the relationship between philosophy and wisdom that is appropriate to our age, the idea that philosophers are friends of wisdom can contribute to our evolving practice and understanding of the discipline, while at the same time allowing philosophy and philosophers to remain vitally connected to their heritage.

Lifelong Tools for the Learner, Educator, and Worker

2013 ◽  
pp. 42-55 ◽  
Author(s):  
Lyle Yorks ◽  
Leodis Scott
Keyword(s):  
Lifelong Learning ◽  
Community Education ◽  
First Century ◽  
Lifelong Education ◽  
Testing Ground ◽  
Twenty First Century ◽  
Education And Employment ◽  
Learning Cities

Discussing lifelong learning is a chance to revisit notions of education, learning, and employment. In response to the Handbook’s call for “technological workforce tools” for lifelong learning, this chapter shifts toward philosophical perspectives serving as the “lifelong tools” of learning and education for considering society in communal ways. These lifelong tools may repair old thoughts or private matters of learned, education, and employment for new collaborative ideas and spirits, breathing life into all areas of learning, educating, and working. This chapter compares lifelong learning with other terms such as lifelong education and community education, and concludes that the emergence of learning cities and regions could be the twenty-first century testing ground for practicing lifelong learning.

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