scholarly journals APRENDER A APRENDER… (LEARN TO LEARN)

2011 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Flor Abarca-Alpízar
Keyword(s):  
Meaningful Learning ◽  
Human Being ◽  
Buen Vivir ◽  
Daily Lives ◽  
Shared Learning ◽  
Great Responsibility ◽  
Self Knowledge ◽  
Good Living ◽  
The University

En nuestras búsquedas para la promoción de los aprendizajes universitarios con sentido y significado para las y los estudiantes universitario, tenemos la inmensa responsabilidad de conservar aquello que nos humaniza, siendo flexibles ante nuestras dependencias, obediencias, desconfianzas e inseguridades por lo nuevo; sintiéndonos parte de lo observado, asumiendo con amor y gozo nuestras responsabilidades: los interaprendizajes entre seres humanos.Los aprendizajes con sentido son parte de la integralidad de la vida, de nuestro autoconocimiento e inteligencia espiritual, necesitamos reconocerlos como parte del  flujo universal de la vida y aplicarlos en nuestro quehacer cotidiano como académicos y académicas universitarios.  Los aprendizajes y la vida son la misma cosa, porque necesitamos de los aprendizajes para vivir, para cuidarnos como seres vivos en conexión con Gaia, nuestra Madre Tierra.Palabras clave: Aprendizajes con sentido, Mediación Pedagógica, Integralidad, Buen vivir, Transdisciplinariedad.Abstract In our search for the promotion of the university learning with meaning and significance to the university and students, have the great responsibility to preserve what makes us human, being flexible about our facilities, obedience, mistrust and insecurity for the new, feeling part of noted, with love and joy assuming our responsibilities: the shared learning among humans. Meaningful learning are part of the wholeness of life, our self-knowledge and spiritual understanding, we need to recognize them as part of the universal flow of life and apply them in our daily lives as scholars and university academics. Learning and life are the same thing, because we need to live learning to take care of as living in connection with Gaia, our Mother Earth.Keywords: Learning with respect Pedagogical Mediation, Integrity Good living, Transdisciplinariedad

scholarly journals Aboagora 2013: The Human Machine

2013 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ruth Illman
Keyword(s):  
Joint Venture ◽  
Human Being ◽  
Music Festival ◽  
Arts And Sciences ◽  
The Arts ◽  
Wide Range ◽  
The University ◽  
The Relationship

The editorial introduces the articles of the issue, all pertaining to the arts and sciences event, Aboagora, which gathered artists, academics and a wide range of interested listeners together to discuss the relationship between technology and the human being in Turku/Åbo in August, 2013. Aboagora is arranged as a joint venture between Turku Music Festival and scholars from the University of Turku, Åbo Akademi University and the Donner Institute.

scholarly journals The materialization of the Buen Vivir and the Rights of Nature: Rhetoric and Realities of Guayaquil Ecológico urban regeneration project

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
María Fernanda Ordóñez ◽  
Kelly Shannon ◽  
Viviana d’Auria
Keyword(s):  
Ecological Context ◽  
Design Strategies ◽  
Buen Vivir ◽  
Planning And Design ◽  
The World ◽  
Rights Of Nature ◽  
Good Living ◽  
Natural Dynamics ◽  
The Relationship ◽  
Shed Light

AbstractIn 2008, Ecuador became the first country in the world to declare nature as a subject of rights based on the ‘Buen Vivir’ (Good Living) philosophy which is premised on an indigenous principle that envisions a world where humans are part-and-parcel of a larger natural and social environment. Although Ecuador’s constitution is groundbreaking from a legal standpoint, the question arises of how the rights of nature is spatially manifested beyond the designation of protected areas? To shed light on such interrogation, this article, based on qualitative research, focuses on the linear park component of the mega-project Guayaquil Ecológico heralded as a first materialization which champions the “Rights of Nature” under the vision of the Buen Vivir. It unravels the contested rhetoric and realities of the Guayaquil Ecológico linear park in a critical review of the as-built project in relation to the larger objectives of Buen Vivir. The Guayaquil Ecologico linear park promised to simultaneously upgrade both social and environmental dimensions. However, it did not fully address the complexity of Guayaquil’s socio-ecological context and some of the structural injustices of the estuarine territory. Buen Vivir was rhetorically mobilised to implement a project where aesthetic dimensions dominated, further perpetuating socio-ecological vulnerabilities through relocation and evictions. Furthermore, its implementation was dependent on a specific political moment, leaving it in a state of abandonment and neglect. The Buen Vivir philosophy—as a decolonial stance that challenges western forms of development—can offer a fundamental base to question current modes of territorial occupation based on extractivist planning and design strategies. It holds significant potential to serve as base to re-think the relationship between forms of settlement, natural dynamics, and worldviews.

scholarly journals The Need for Transdisciplinarity in Higher Education in a Globalized World

2012 ◽  
Vol 3 ◽  
Author(s):  
Basarab Nicolescu
Keyword(s):  
A Priori ◽  
The Body ◽  
First Century ◽  
Human Being ◽  
New Production ◽  
Transmission Of Knowledge ◽  
Integral Education ◽  
New Type ◽  
The University ◽  
Globalized World

A viable education can only be an integral education of the human being. Transdisciplinary education is founded on the inexhaustible richness of the scientific spirit which is based on questioning and of the refusal of all a priori answers and all certitude contradictory to the facts. At the same time, it revalues the role of the deeply rooted intuition, of the imaginary, of sensitivity, and of the body in the transmission of knowledge. It is only in this way that the society of the twenty-first century can reconcile effectivity and respect for the potentiality of every human being. The transdisciplinary approach will be an indispensable complement to the disciplinary approach because it will mean the emergence of continually connected beings, who are able to adapt themselves to the changing exigencies of professional life, and who are endowed with permanent flexibility which is always oriented towards the actualization of their interior potentialities. If the University intends to be a valid actor in sustainable development it has first to recognize the emergence of a new type of knowledge: transdisciplinary knowledge. The new production of knowledge implies a necessary multidimensional opening of the process of learning: towards civil society; towards cyber-space-time; towards the aim of universality; towards a redefinition of the values governing its own existence.

scholarly journals The Effect of the University Student's Club Culture on their Daily Lives and Bodies

2013 ◽  
Vol 1 (4) ◽  
pp. 37-47
Author(s):  
Minji Ku ◽  
Sungmi Kim ◽  
Hanule Park ◽  
Myunghee Son ◽  
Nayoun Im ◽  
...  
Keyword(s):  
Daily Lives ◽  
The University

Animals in Rome

2018 ◽  
Author(s):  
◽  
Elizabeth Janda
Keyword(s):  
Animal Behavior ◽  
Human Being ◽  
Natural Basis ◽  
University Of Missouri ◽  
Human Interactions ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Humans have coexisted intimately with animals for thousands of years, yet our relationship with them is still fraught with uncertainty. Animal behavior is so similar to our own, while sometimes taking such alien forms, that animals have often been used as the natural basis of comparison for defining what a human being is and what a human being is not. Yet teasing out precisely what that definition is and what it means for us can be as elusive as it is illuminating. What is an animal and what does it mean to be a human? This dissertation examines how Romans constructed the differences between humans and animals and how they viewed their similarities in four different aspects of their society: the possession of reason as the key distinction between humans and animals; human interactions with animals that depended on assumed human dominance; the emotional connections that existed between humans and animals; and the stories of metamorphosis. It may appear that in antiquity people placed a greater emphasis on the differences that existed between them and animals, but the conclusion drawn from these studies is that the connections they felt with them were ultimately stronger and more meaningful.

Ubiquitous Internet Environments

2006 ◽  
pp. 634-640
Author(s):  
Anxo Cereijo Roibás
Keyword(s):  
Mobile Phone ◽  
Interpersonal Communication ◽  
Empirical Work ◽  
Communication Technologies ◽  
Wearable Devices ◽  
Daily Lives ◽  
Communication Environments ◽  
The 1960S ◽  
Definition Of ◽  
The University

Let’s remember the first films that started to show the broad public futuristic communication scenarios, where users were able to exchange almost any kind of information to communicate with anyone at any place and at any time, like Marc Daniels’ “Star Trek” in the 1960s and James Cameron’s “Terminator” in the 1970s, for example. The consequence of this was that impersonalized spaces (e.g., airports) (Auge, 1992) could easily become a personalized environment for working or leisure, according to the specific needs of each user. These kinds of scenarios recently have been defined as ubiquitous communication environments. These environments are characterized by a system of interfaces that can be or fixed in allocated positions or portable (and/or wearable) devices. According to our experience with 2G technologies, we can foresee that the incoming 3G communication technologies will make sure, however, that the second typology of interfaces will become more and more protagonist in our daily lives. The reason is that portable and wearable devices represent a sort of prosthesis, and therefore, they reflect more than ever the definition of interface as an extension of the human body. When in 1973 Martin Cooper from Motorola patented an interface called Radio Telephone System (which can be defined as the first mobile phone), he probably didn’t suspect the substantial repercussion of his invention in the human microenvironment and in its social sphere. The mobile phone, enabling an interpersonal communication that is time- and place-independent, has changed humans’ habits and their way of making relationships (Rheingold, 1993). This system made possible a permanent and ubiquitous connection among users. At the same time, it has made users free to decide whether to be available or not in any moment and in any place they might be (Hunter, 2002). This article is based on empirical work in the field with network operators (Vodafone) and handset manufacturers (Nokia) and research at the Politecnico di Milano University, the University of Lapland, and the University of Brighton. The intention is to give a practical approach to the design of interfaces in ubiquitous communication scenarios.

Embedding Cybersecurity Into Design Education: Increasing Designers’ Awareness of Cybersecurity Throughout the Design Process

2019 ◽  
Author(s):  
Euiyoung Kim ◽  
Jieun Kwon ◽  
JungKyoon Yoon ◽  
Alice M. Agogino
Keyword(s):  
Design Process ◽  
Design Education ◽  
Post Intervention ◽  
Privacy And Security ◽  
Daily Lives ◽  
Digital Devices ◽  
Student Teams ◽  
Important Concern ◽  
Final Design ◽  
The University

Abstract As more digital devices with sensing capabilities are introduced into users’ daily lives, the risks of threats to data and privacy and security have increased. While cybersecurity has been acknowledged as an important concern in developing products with digital services, currently available design methodologies and practices offer limited effective guidance to designers to explicitly address cybersecurity issues. In this paper, we present a case study from a product design course at the University of California, Berkeley, where the course’s teaching team implemented an intervention in the form of cybersecurity-focused educational materials into the design process. The baseline and post-intervention survey results indicate that the cybersecurity intervention throughout the course had positively influenced the students’ awareness of cybersecurity (p < 0.001, SD = 0.79, 26% increase in score, Cohen’s d = 0.81). The intervention provoked the designers to consider and include aspects of cybersecurity in developing their design solutions throughout most of the design process. However, their increased awareness aside, the extent of the student teams considering cybersecurity had tapered off over the 6-week design course with little noticeable influence in the final design.

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