Disruption, Globalization and the Changing Context of Education

2018 ◽  
Vol 1 (1) ◽  
pp. 37-42
Author(s):  
Govindasamy Viswanathan

Education is the process of facilitating learning, acquisition of knowledge, skills, values, beliefs and habits. It is expected to prepare students for facing challenges of life. And higher education in particular is the process of molding oneself to be suitable for a career in specialized area of interest. It is clear that education offered should depend on the individuals undergoing education and the need posed by the world. Both the “individuals’ and the “need” are changing with time and hence the process of education also should be changing with time, else it will become outdated and useless. All educators need to be up-to-date and to keep pace with the changing world and the increasing demand. This is a challenging task.

1972 ◽  
Vol 20 (2) ◽  
pp. 222
Author(s):  
H. C. Dent ◽  
Brian Holmes ◽  
David G. Scanlon

Author(s):  
Ita Mac Carthy

‘Grace’ emerges as a keyword in the culture and society of sixteenth-century Italy. This book explores how it conveys and connects the most pressing ethical, social and aesthetic concerns of an age concerned with the reactivation of ancient ideas in a changing world. The book reassesses artists such as Francesco del Cossa, Raphael, and Michelangelo and explores anew writers like Castiglione, Ariosto, Tullia d'Aragona, and Vittoria Colonna. It shows how these artists and writers put grace at the heart of their work. The book argues that grace came to be as contested as it was prized across a range of Renaissance Italian contexts. It characterised emerging styles in literature and the visual arts, shaped ideas about how best to behave at court and sparked controversy about social harmony and human salvation. For all these reasons, grace abounded in the Italian Renaissance, yet it remained hard to define. The book explores what grace meant to theologians, artists, writers, and philosophers, showing how it influenced their thinking about themselves, each other and the world. It portrays grace not as a stable formula of expression but as a web of interventions in culture and society.


2020 ◽  
Author(s):  
Hans Hobelsberger

This book discusses the local effects of globalisation, especially in the context of social work, health and practical theology, as well as the challenges of higher education in a troubled world. The more globalised the world becomes, the more important local identities are. The global becomes effective in the local sphere. This phenomenon, called ‘glocalisation’ since the 1990s, poses many challenges to people and to the social structures in which they operate.


2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.


Author(s):  
T. M. Robinson

This article argues the following five claims: 1. Plato’s description of the origins of cosmos in the Timaeus is not a myth, nor something unlikely: when he called it an eikos mythos or eikos logos, he meant a likely or trustworthy account on this very subject. 2. Among the details in this account, the following are prominent and surprising: a) the world was fashioned in time, in that precise point that was the beginning of time; b) several kinds of duration can be distinguished in cosmology (mainly eternity, sempiternity, perpetuity and time); and c) space is an entity characterized by movement and tension. 3. In the Statesman, Plato repeats much the same thing, adding this time the strange notion that the universe’s circular movement is periodically reversed. 4. In spite of the important differences in detail, there is a striking similarity between Plato’s account of the origins of the world and the explanation adopted by much of modern cosmology. 5. What Plato shares with so many instances of recent thought is here termed “cosmological imaginativity”. A first section of the paper deals exclusively with the Timaeus. Claims 1 and 2a are supported by a revision of the meanings of mythos and logos, followed by brief reference and discussion of the argument at Timaeus 27d, leading to the conclusion that Plato affirms that the ever-changing world has indeed had a beginning in time. Claim 2b describes five different types of duration, corresponding to Forms, the Demiurge, Space, the [empirical] world and its contents, physical objects. The second section is concerned with the myth in the Statesman, discussing it as a parallel and describing its peculiar turn to the Timaeus’ cosmology and cosmogony, a complex spheric and dynamic model. After digressing into some important ideas in modern cosmology, touching especially on affinities of some of Einstein’s ideas with of Plato’s own, the paper closes with a discussion of cosmological imaginativity, oriented to recover and recognize fully Plato’s greatness as a cosmologist.


Author(s):  
Jane Kotzmann

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.


Author(s):  
N.R. Madhava Menon

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.


2000 ◽  
Vol 28 (2) ◽  
pp. 28-34 ◽  
Author(s):  
Polly Walke

A growing number of Native scholars are involved in decolonising higher education through a range of processes designed to create space for Indigenous realities and Indigenous ways of managing knowledge. Basing their educational approaches on Indigenous ontologies and epistemologies, they are developing Indigenist approaches within higher education. Ward Churchill (1996:509), Cherokee scholar, explains that an Indigenist scholar is one who:Takes the rights of indigenous peoples as the highest priority …who draws on the traditions – the bodies of knowledge and corresponding codes of value – evolved over many thousands of years by native peoples the world over.


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