scholarly journals An Odd Coupling: Nietzsche and W.E.B. Du Bois on 21st Century Philosophy of Education

2021 ◽  
Author(s):  
Charles C. Verharen
Keyword(s):  
21St Century ◽  
Philosophy Of Education ◽  
First Century ◽  
University Education ◽  
Historical Account ◽  
Principal Point ◽  
Elite Education ◽  
Du Bois ◽  
University Level ◽  
Contemporary Technology

AbstractThis essay contrasts Nietzsche’s remarks on elite education with W.E.B. Du Bois’ demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel’s dream that the spirit of freedom guided by reason would unite all the world’s peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only the elite should receive the fullest measure of education. Du Bois believed that in the future virtually every human being would receive a university-level education. The essay’s principal point is to show how contemporary technology can make Du Bois’ dream a reality. An African philosopher’s working model demonstrates a path to universal university education.

Of Promise and Peril: Doctoral Study in Public Administration in the 21st Century

Public Voices ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
John R Phillips
Keyword(s):  
Faculty Member ◽  
Public Administration ◽  
Doctoral Students ◽  
21St Century ◽  
Colleges And Universities ◽  
First Century ◽  
The Other ◽  
Extensive Experience ◽  
Doctoral Study ◽  
Recent Graduate

The author, a recent graduate of the Doctor in Public Administration program, shares his thoughts about what it means to study public administration in the twenty-first century. He hopes his insights, born out of more than a forty year-long career in the field—decades of work in colleges and universities as a faculty member, dean, provost, vicepresident, and acting president, as well as his extensive experience in teaching public administration at the graduate and undergraduate levels—will help doctoral students in their academic pursuits. More specifically, he hopes that his remarks will make Ph.D. students think more deeply about the promise of their endeavors and, on the other hand, give them advance warning about perils of the process and ways to avoid them.

Dewey and Pragmatist Feminist Philosophy

2017 ◽  
pp. 270-290
Author(s):  
Lisa Heldke
Keyword(s):  
Political Philosophy ◽  
Philosophy Of Education ◽  
Family Members ◽  
Value Theory ◽  
Feminist Epistemology ◽  
First Century ◽  
Feminist Philosophy ◽  
Small Field ◽  
Early Twenty ◽  
Late Twentieth

John Dewey’s record as a feminist and an advocate of women is mixed. He valued women intellectual associates whose influences he acknowledged, but did not develop theoretical articulations of the reasons for women’s subordination and marginalization. Given his mixed record, this chapter asks, how useful is Dewey’s work as a resource for feminist philosophy? It begins with a survey of the intellectual influences that connect Dewey with a set of women family members, colleagues, and students. It then discusses Dewey’s influence on the work of late twentieth- and early twenty-first-century pragmatist feminist philosophers. Dewey’s influence has been strongest in the fields of feminist epistemology, philosophy of education, and social and political philosophy. Although pragmatist feminist philosophy remains a small field within feminist philosophy, this chapter argues that its conceptual resources could be put to further good use, particularly in feminist metaphysics, epistemology, and value theory.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

scholarly journals Income inequality in the 21st century — A biased summary of Piketty’s capital in the twenty-first century

2015 ◽  
Vol 27 (02) ◽  
pp. 1630001 ◽  
Author(s):  
Dietrich Stauffer
Keyword(s):  
Income Inequality ◽  
21St Century ◽  
First Century ◽  
Income Distributions ◽  
Twenty First Century

Capital usually leads to income and income is more accurately and easily measured. Thus, we summarize income distributions in USA, Germany, etc.

scholarly journals A Twenty-First Century Guidebook for Applied Dynamical Systems

2006 ◽  
Vol 1 (4) ◽  
pp. 279-282 ◽  
Author(s):  
A. R. Champneys
Keyword(s):  
Dynamical Systems ◽  
21St Century ◽  
Vector Fields ◽  
Nonlinear Oscillations ◽  
First Century ◽  
Twenty First Century ◽  
The Impact ◽  
Young Researchers

This paper represents the author’s view on the impact of the book Nonlinear Oscillations, Dynamical Systems and Bifurcations of Vector Fields by John Guckenheimer and Philip Holmes, first published in 1983 (Springer-Verlag, Berlin). In particular, the questions addressed are: if one were to write a similar book for the 21st century, which topics should be contained and what form should the book take in order to have a similar impact on the modern generation of young researchers in applied dynamical systems?

scholarly journals STATEMENT FROM THE DIRECTOR OF THE W. E. B. DU BOIS INSTITUTE

2004 ◽  
Vol 1 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Henry Louis Gates
Keyword(s):  
Social Science Research ◽  
Science Research ◽  
The United States ◽  
First Century ◽  
Past Century ◽  
Color Line ◽  
Du Bois ◽  
The Past ◽  
Considerable Work ◽  
Public Policy Decisions

In 1903, William Edward Burghardt Du Bois famously predicted that the problem of the twentieth century would be the problem of the color line. Indeed, during the past century, matters of race were frequently the cause of intense conflict and the stimulus for public policy decisions not only in the United States, but throughout the world. The founding of the Du Bois Review: Social Science Research on Race at the beginning of the twenty-first century acknowledges the continuing impact of Du Bois's prophecy, his pioneering role as one of the founders of the discipline of sociology in the American academy, and the considerable work that remains to be done as we confront the “problem” that Du Bois identified over a century ago.

scholarly journals Hepatic Encephalopathy in the 21st Century: Still an Emerging Topic

2021 ◽  
Vol 10 (2) ◽  
pp. 298
Author(s):  
Lorenzo Ridola ◽  
Oliviero Riggio
Keyword(s):  
Hepatic Encephalopathy ◽  
21St Century ◽  
First Century ◽  
Twenty First Century

Why write about hepatic encephalopathy (HE) in the twenty-first century [...]

scholarly journals Media policy in the 21st century: from national interest to cultural stewardship

Matrizes ◽  
2015 ◽  
Vol 9 (1) ◽  
pp. 13
Author(s):  
Michael Curtin
Keyword(s):  
21St Century ◽  
First Century ◽  
Media Policy ◽  
Global Media ◽  
Cultural Expression ◽  
Policy Perspective ◽  
Commercial Media ◽  
Media Regulation ◽  
Media Institutions ◽  
Fundamental Shift

This essay provides a framework for understanding the twenty-first century dynamics of the global media economy. It has four central objectives: (1) explain the fundamental shift in media regulation engendered by neo-liberal globalization; (2) describe the operations of transnational commercial media enterprises and show how their practices and protocols have affected media institutions at the local, national, and regional levels; (3) identify issues that have risen to the forefront of media policy deliberations with respect to cultural expression and creative labor; and (4) elaborate an alternative policy perspective based on the principle of stewardship.

scholarly journals Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus

2017 ◽  
Vol 12 (01) ◽  
pp. 130 ◽  
Author(s):  
Sezer Kanbul ◽  
Huseyin Uzunboylu
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Academic Research ◽  
University Education ◽  
Present Condition ◽  
Current Case ◽  
North Cyprus ◽  
Integrated Or ◽  
To Receive ◽  
Robotic Applications

It is seen that coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 21st century skills, develop, produce and achieve “Informatics Island” vision of North Cyprus. In this research, it is seen that importance given to coding education and robotic applications in North Cyprus is insufficient. It is also revealed that there are effective robotic studies as a result of institutional efforts by universities. However, there is no attempt to integrate coding education into primary, secondary and university education programs and there is a little number of academic research related with coding education and robotic applications. It is expected that this study will be a guide for academicians who would like to conduct research in this field, provide information about the present condition and set an example.

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