scholarly journals Statement from the Executive Board of Science Council of Japan to Express our Sincere Appreciation for the Support and Approval towards the “Statement on the Future Direction of the University: In Relation to the Departments/Graduate Schools of Teacher Training, and Humanities and Social Sciences” and the Proposal for Nationwide Consensus towards University Reform 15th October 2015.

2015 ◽  
Vol 20 (11) ◽  
pp. 11_86-11_89
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Graduate Schools ◽  
University Reform ◽  
Executive Board ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Future Direction ◽  
The University

From the Visual Turn to Turned Up Visuality

2019 ◽  
pp. 80-100
Author(s):  
Julien Bucher ◽  
Anja Weller
Keyword(s):  
Social Sciences ◽  
Visual Presentation ◽  
Visual Media ◽  
Visual Mode ◽  
Visual Research ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Future Direction ◽  
The Individual

The humanities and social sciences discovered the field of visual research in the 1990s and proclaimed several “turns” to emphasize the importance of visuality (or the visual mode) and shape the future direction of research: imagic turn, pictorial turn, iconic turn, and visualistic turn. Almost 30 years later, the individual lifeworlds are heavily influenced by the digitalization of technologies and the globalization of material and immaterial goods – products, ideas, and imaginations that rely on certain ways of visual presentation, images, and visual media in general. The individual lifeworlds are increasingly based on digitally mediated visuals and the interaction with as well as the communication using them (often intertwined with direct ways to interact, like touch, speech, or gestures). Visual-based alternatives to commonly used methods like interviews and surveys are discussed, finishing off with an introduction to the methodology of the creative interview, a qualitative instrument to gain and explicate information, and imaginations using respondent-produced sketches and drawings.

Changing for the Future – The Royal Library in Copenhagen in Transition

1993 ◽  
Vol 5 (2) ◽  
pp. 143-147 ◽  
Author(s):  
Bendik Rugaas
Keyword(s):  
Social Sciences ◽  
New Technology ◽  
The Future ◽  
Working Groups ◽  
Humanities And Social Sciences ◽  
The University

A project of comprehensive and systematic modernization of the Royal Library of Denmark was initiated in 1986, with the main aim of improving its accommodation and making its services more effective. The three working groups that were established produced a series of reports in the next three years, recommending inter alia that the Royal Library should continue to act as a humanities and social sciences library for the University of Copenhagen. Several innovations using new technology have been introduced since then, in particular the retrospective conversion of the card catalogue. The proposed building extensions have gradually won acceptance by the relevant ministries.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Implicações da noção de consciência histórica nas ciências humanas e sociais: um modo de projeção para o futuro e de posição em relação ao passado

2020 ◽  
Vol 33 (68) ◽  
pp. 817-843
Author(s):  
Fábio César Junges ◽  
Tiago Anderson Brutti ◽  
Adair Adams
Keyword(s):  
Social Sciences ◽  
Historical Consciousness ◽  
The Past ◽  
Human And Social Sciences ◽  
Palabras Clave ◽  
The Future ◽  
History Of ◽  
Humanities And Social Sciences ◽  
Past Experiences ◽  
Siglo Xx

Implicações da noção de consciência histórica nas ciências humanas e sociais: um modo de projeção para o futuro e de posição em relação ao passado Resumo: O presente texto, de caráter bibliográfico, discute o problema da consciência histórica com o objetivo de pensar o sentido dessa expressão na atualidade e as variações que esse conceito adquiriu ao longo da história das Ciências Humanas e Sociais, com ênfase no século XX. A hipótese é que a discussão a respeito da consciência histórica passou a se ocupar, na modernidade, com uma múltipla relatividade de pontos de vista, o que é destacado por Gadamer em sua análise sobre os preceitos implicados na definição do que significa “ter senso histórico”. É defendida a tese, portanto, de que a noção de consciência histórica não se limita ao conhecimento das experiências vivenciadas no passado, mas se apresenta como condição de possibilidade de projetar o futuro e se posicionar em relação ao passado, especialmente no que diz respeito às ciências humanas e sociais. A defesa desta ideia central é realizada por meio de dois gestos reflexivos, com apresentação, primeiramente, do marco teórico da consciência histórica e, posteriormente, de suas implicações na constituição das Ciências Humanas e Sociais. Palavras-chave: Ciências humanas e sociais. Senso histórico. Passado. Futuro. Implications of the notion of historical consciousness in human and social sciences: a mode of projection for the future and position in relation to the past Abstract: This bibliographic text discusses the problem of historical consciousness with the purpose of thinking about the meaning of this expression in the present time and the variations that this concept has acquired throughout the history of the Humanities and Social Sciences, with emphasis on the twentieth century. The hypothesis is that the discussion about historical consciousness has come to concern itself, in modernity, with a multiple relativity of points of view, which is highlighted by Gadamer in his analysis of the precepts involved in defining what “having a historical sense” means. Therefore, the thesis that the notion of historical consciousness is not limited to the knowledge of past experiences is defended, but is presented as a condition of possibility of projecting the future and positioning itself in relation to the past, especially with regard to humanities and social sciences. The defense of this central idea is made through two reflexive gestures, presenting, first, the theoretical framework of historical consciousness and, later, its implications in the constitution of the Human and Social Sciences. Keywords: Human and social sciences. Historical sense. Past. Future. Implicaciones de la noticia de conciencia histórica en las ciencias humanas y sociales: un modo de proyección para el futuro y de posición en relación al pasado Resumen: El presente texto, de carácter bibliográfico, discute el problema de la conciencia histórica con el propósito de pensar sobre el significado de esta expresión en la actualidad y las variaciones que este concepto ha adquirido a lo largo de la historia de las Humanidades y las Ciencias Sociales, con énfasis en el siglo XX. La hipótesis es que la discusión sobre la conciencia histórica ha llegado a ocuparse, en la modernidad, de una relatividad múltiple de puntos de vista, que Gadamer destaca en su análisis de los preceptos involucrados en la definición de lo que significa “tener un sentido histórico”. " Por lo tanto, se defiende la tesis de que la noción de conciencia histórica no se limita al conocimiento de experiencias pasadas, sino que se presenta como una condición de posibilidad de proyectar el futuro y posicionarse en relación con el pasado, especialmente con respecto a humanidades y ciencias sociales. La defensa de esta idea central se realiza a través de dos gestos reflexivos, presentando, primero, el marco teórico de la conciencia histórica y, luego, sus implicaciones en la constitución de las Ciencias Humanas y Sociales. Palabras clave: Ciencias Humanas y Sociales. Sentido histórico. Pasado. Futuro. Data de registro: 28/05/2019 Data de aceite: 24/10/2019

The Possible

The Possible ◽  
2020 ◽  
pp. 1-25
Author(s):  
Vlad P. Glăveanu
Keyword(s):  
Social Sciences ◽  
New Paradigm ◽  
Meta Position ◽  
Sociocultural Approach ◽  
The Future ◽  
Humanities And Social Sciences

The first chapter discusses different meanings of the possible and advances the sociocultural approach to this phenomenon that will be developed throughout the book. It offers a brief review of existing theories and research into possibility, grouped under three main headlines: beings of the possible, thinking about the possible, and explorations of the future. These suggest that work on the possible is multidisciplinary in nature and that possibility studies have the potential to emerge as a new paradigm capable of transforming the humanities and social sciences. In the end, the main sources and steps of the argument in the book are introduced, from difference, perspectives, and perspectival worlds to the meta-position and dialogue, including their applications in education and in society.

scholarly journals Astrobiology in Teacher Training. Addressing research methodology and epistemology in Humanities and social-science classes

2019 ◽  
Vol 200 ◽  
pp. 01016
Author(s):  
Michael Waltemathe ◽  
Elke Hemminger
Keyword(s):  
Social Sciences ◽  
High School ◽  
Teacher Training ◽  
Social Science ◽  
Training Programs ◽  
Science And Technology ◽  
Point Of View ◽  
Ethical Judgement ◽  
Teacher Training Programs ◽  
Humanities And Social Sciences

In a preliminary empirical study of social-science and humanities students enrolled in teacher-training programs at two German universities, the authors have found a disparaging view of technology and science among said students. Their material knowledge of technology and science is the result of content they learned in high-school themselves. After having graduated, they chose social-sciences or humanities as their subjects. There is little or no overlap between science and engineering subjects and social-science and humanities subjects in teacher training programs. Apart from the students choices, this is also the consequence of an institutionally established and strict segregation of the academic fields that does not, unlike in other university systems, require the students to enroll in at least basic interdisciplinary courses. The result for science and technology awareness among the students is problematic, to say the least. While their knowledge of science and technology -being the product of high-school education - is often not up to date and also lacking in current developments, their moral and ethical judgement about the implications of scientific research and use of technology is strong. The preliminary study also showed that the students are interested in new technological and scientific developments, they just lack the ability to include this into their worldview, which is very strongly influenced by their choice of subjects in the humanities and social-sciences. Teaching these students has convinced the authors that their lack of technology and science knowledge combined with their inherent tendency to judge science and technology from the point of view of their respective field, impairs their ability to take an adequate part in science and technology discourse. Their awareness, and thus, their competence to rationally engage with science and technology is lacking. That is in part due to the depiction of science and technology in humanities and social-science courses, and on the other hand due to a lack of current science and technology education as part of a humanities and social-sciences program. The result becomes even more alarming if we assume that the future teachers will continue to relay their heavily biased opinions on science and technology in general, as well as their deficient knowledge of specific technologies to their future students, thus generating a vicious cycle of inadequate technology and science awareness. As the authors’ study has shown, these students are really interested in science and technology, they just lack key competencies to make an analytical connec- tion between their field of choice (humanities and social sciences) and technology and science, without resorting to moral and ethical judgement.

Proceedings of the British Academy, Volume 131, 2004 Lectures

2005 ◽  
Keyword(s):  
Social Sciences ◽  
William Faulkner ◽  
Bank Of England ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Aids Drugs

This volume contains sixteen lectures given to the National Academy for the Humanities and Social Sciences in 2004. The topical issues debated in this volume include the patenting of AIDS drugs, the future pensions crisis (a lecture given by the Governor of the Bank of England), Britain's universities, and Pan-Islam. There are studies of Shakespeare, Pope, Montaigne, Robert Graves, and William Faulkner. And there are lectures on the Inquisition, empires in history, and the journey towards spiritual fulfillment.

A History of U.S. Higher Education in Accounting, Part I: Situating Accounting within the Academy

2007 ◽  
Vol 22 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Glenn Van Wyhe
Keyword(s):  
Higher Education ◽  
The United States ◽  
Accounting Education ◽  
Public Accounting ◽  
The Past ◽  
The Future ◽  
History Of ◽  
Future Direction ◽  
The University ◽  
Second World

Where we have been can tell us a great deal about where we are going. If we wish to direct the future, then understanding the past can help us see how much we actually influence that direction. Ignorance of the past, on the other hand, allows unrealistic expectations and creates unnecessary frustration. The history of accounting higher education in the United States is most informative for anyone who wants to influence the future direction of our profession. The purpose of this paper is to provide a brief overview of the history of accounting higher education in the U.S., from its beginnings to its settled position in the university. This historical overview informs us that the profession of public accounting had everything to do with establishing and growing accounting education. Around the time of the Second World War, however, forces were set in motion that would try to pull accounting education from the grasp of public accounting. The belittling of public accounting, first in the name of the new management accounting and then by the Foundation Reports, combined with public accounting leaders' ongoing desire for a five-year education requirement above all other educational reforms, resulted in accounting higher education's inability to single-mindedly identify its goals and work toward them.

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