The current environment of business and financial corruption in Spain has increased in recent years. In order to reduce the scope of this problem, the Spanish Criminal Code has introduced codes of conduct and ethics to encourage a new culture of respecting laws for companies and employees. An Educational Innovation Group at the University of Extremadura has proposed a cross-sectional model to study ethics, in an effort to address concerns about the consequences of illegal acts in society and companies. (...) Students in Business, Finance and Accounting are required to practice ethical decision-making through court judgments in order to develop “ethical competences”. These competences are included in the European Higher Education Area and the Official University Education in Spain, specifically in the Royal Decree 1393/2007, of 29 October through cross-sectional competences within the academic programmes. The results of the study show that a high percentage of students validate this methodology as a way of improving ethical decision-making skills at University that will be applied to future business practices. (shrink)

This article is targeted at analyzing the advantages of using the case study method in the course of Business English at Scientific Research University - Higher School of Economics in Saint Petersburg. Cases offer a lot of opportunities for developing academic skills in reading, writing, listening and making presentations. Students get not only linguistic skills but also non-linguistic competences. Students are taught to work in teams, to analyze the data given in the task, to make decisions. Communicative (...) and managerial skills are obtained as well. Special attention is paid to making team presentations. It is vital to mention that analysis and case solving can be compared to a play where students are actors trying to come up with a solution of a problem using the information given. This approach stimulates students to be more creative, decisive, communicative and goal-oriented. This method helps to achieve better results in developing academic skills while studying Business English. In this article, the importance of Russian companies’ problems analyses is pushed forward. (shrink)

Agricultural and rural development programs can only succeed if they are based on effective participation and support of actors from the policymaking stage through all levels, including field personnel and primary producers. But these actors must possess the knowledge, attitude, and skills necessary to execute their tasks. For this reason, agricultural education and training has an integral part to play in any agricultural and rural development effort. The Food and Agricultural Organization (FAO) of the United Nations has made significant contributions (...) to the development of agricultural education in its member countries. FAO's contributions have focused on institution building, group training, and fellowship/study tours. This paper reviews some of the lessons learned through FAO involvement in these areas and recommends directions for improvement. These recommendations include the following:Higher agricultural education institutions should become more involved in rural development by participating in appropriate activities leading to the formulation of national development policies.These institutions should develop education programs and curricula responding to the need of development by providing the knowledge and skills required to meet the needs of the people concerned and to solve their technical and socio-economic problems.More emphasis should be placed on improving the quality of teaching and on practical training.The same institutions should undertake to play a leading role in the agricultural and training systems at the national level.Research should be an integral part of higher educational institution programs and the research themes should include interests of small and poor agricultural producers and measurement of research impacts.Regional and inter-regional collaboration among higher agricultural education institutions should be encouraged. (shrink)

Economic education is frequently blamed for negatively affecting students’ values and attitudes. Economists are reported as less cooperative, more self-interested, and more prone to free-riding. However, empirical evidence is inconclusive – certain studies support while others gainsay the so-called indoctrination hypothesis. We contribute to the discussion by running a Public Good Game quasi-experiment. Working with economics and non-economics graduates, we compared contributions to the common fund by representatives of both subsamples. Students’ contributions were then juxtaposed against the scores (...) they achieved from the exam items, testing their command of game theory to detect the supposed influence of economic teaching. We hypothesised that holders of a bachelor’s degree in economics and management would contribute less to finance the common good. We also expected that those whose exam scores were higher would donate less to the common fund in the PGG. Contrary to expectations and prior empirical evidence, students holding a bachelor’s degree in economics and management made higher contributions to the common fund than their non-economics counterparts. Also, we found no correlation between the level of donations and exam scores. We conclude that there are no grounds for considering economic teaching as promoting uncooperativeness and exerting the supposed harmful influence on students’ character. We claim that economic departments provide education rather than indoctrination. (shrink)

In this study, we examined moral issues and gender differences in ethical judgment using Reidenbach and Robin’s [Journal of Business Ethics9 (1990) 639) multidimensional ethics scale (MES). A total of 340 undergraduate students were asked to provide ethical judgment by rating three moral issues in the MES labeled: ‚sales’, ‚auto’, and ‚retail’ using three ethics theories: moral equity, relativism, and contractualism. We found that female students’ ratings of ethical judgment were consistently higher than that of male students across (...) two out of three moral issues examined (i.e., sales and retails) and ethics theories; providing support for Eagly’s [1987, Sex Differences in Social Behavior: A Social-role Interpretation. (Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, England)] social role theory. After controlling for moral issues, women’s higher ratings of ethical judgment over men’s became statistically non-significant. Theoretical and practical implications based on the study’s findings are provided. (shrink)

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology (...) as a cost-effective ‘solution’ to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895–1975) and Hans-Georg Gadamer (1900–2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer’s notions of dialogue and horizon, and Bakhtin’s notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin’s and Gadamer’s ideas, for a dialogic approach to online teaching and learning in higher education. (shrink)

This book offers a thought-provoking examination of the state of contemporary anthropology, identifying key issues that have confronted the discipline in recent years and linking them to neoliberalism. The volume explores the effect of the economic crisis on funding and support for higher education, and addresses the sense that anthropology has 'lost its way', with uncertainty over the purpose and future of the discipline. Carrier considers how anthropology has come to resemble key elements of neoliberalism and neoclassical economics (...) in rejecting the idea of system in favour of individuals. He also suggests how the discipline can overcome its difficulties and place itself on a firmer foundation. (shrink)

Studies repeatedly find that women and men experience life in academia differently. Importantly, the typical female academic portfolio contains less research but more teaching and administrative duties. The typical male portfolio, on the other hand, contains more research but less teaching and administration. Since previous research has suggested that research is a more valued assignment than teaching in academia, we hypothesise that men will be ranked higher in the peer-evaluations that precede hirings to tenured positions in (...) Swedish academia. We analyze 861 peer review assessments of applicants in 111 recruitment processes in Economics, Political Science, and Sociology at the six largest Swedish universities. Our findings confirm that the premises established in previous research are valid in Sweden too: Women have relatively stronger teaching merits and men relatively stronger research merits, and also that, on balance, research is rewarded more when applicants are ranked by reviewers. Accordingly, male applicants are ranked higher compared to female applicants. (shrink)

Despite the importance of engineering and technology in economic, social, and other aspects of our lives what it means to develop as an engineer, and how this is to occur, is not widely discussed. Becoming a Human Engineer explores the moral and ethical challenges of educating engineers through the philosophical lens of personalism, a branch of philosophy that puts the person first, seeing human growth and development as central to good. Building from the philosophy of the 20th century philosopher John (...) Macmurray, this book explores how ethics and education intersect through a continuous cycle of action and reflection. By pulling together disparate and wide-ranging topics across engineering education, several promising areas of future work are identified. Engineering methods and ways of reflection are deeply embedded in engineering education to the extent that they may interfere with becoming a person. A focus on specific knowledges must complement rather than distract from developing the habits of mind necessary for engineers to adapt to a changing world. Providing meaningful experiences and explicitly focusing on developing multiple ways to reflect on these experiences are shown to be critical for the holistic development of engineers as persons. (shrink)

The fast changing business environment and the ever-growing de- mand facing professional communicators in the 21st century pose new challenges to language learners and teachers alike. Competitive business organizations at- tempt to recruit employees who have excellent linguistic competence coupled with nonlinguistic competences and skills. It is not easy to acquire these addi- tional competences and skills. However, most of them are transferable and can be greatly improved if students are provided with adequate teaching materials and appropriate input from (...) the teacher. The aim of the paper is to address the complexity of ESP teaching today. Firstly, it presents an overview of the changes that have occurred in the practice of teaching ESP in the last few decades. It also sheds some light on the increasing importance of needs analysis. Then it presents new developments in teaching English for professional communication at the ter- tiary level of education. These developments include content-and-language integrated learning, use of didactic case studies, corpus studies con- ducted for teaching purposes and aimed at identifying high-frequency language elements: terms, specialized lexis items, collocations, formulae, acronyms, etc., that need to be prioritized in language courses, more effective course-books with higher terminology indexes, extended use of online materials, teach- ing writing for specialized purposes, and teaching cross-cultural and social skills. The new approach is more challenging for ESP teachers and requires much higher qualifications, such as content knowledge and transferable skills. In order to increase students’ employability and promotion opportunities, we need teaching materials and approaches that help streamline students’ efforts, economize on time, and increase the effectiveness of language courses. (shrink)

Scholarship in education beyond school has developed largely outside university departments of education, and has rarely engaged systematically with the study of education in schools. The paper concentrates on three areas: adult education, higher education, and further education. The development of the extra-mural tradition meant that adult education was less an object of scholarly study than a means of spreading scholarship to the wider population, with important exceptions such as historical studies. Since the 1970s, the volume of (...) research and postgraduate education in adult education in British universities has grown considerably. The study of higher education was marginal until the 1960s; its subsequent development was relatively slow until the 1990s, when the quality of university teaching came under wider external scrutiny. The study of further education and vocational training is characterised by disciplinary fragmentation, with much activity taking place in departments of psychology, economics, sociology and management, as well as in those former polytechnics that specialised in training further education teachers. The rise of integrative concepts such as lifelong learning suggest greater potential for cross-disciplinary scholarship that can engage the diverse body of those interested in teaching and research about this field. (shrink)

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This (...) issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students. (shrink)

Higher Education Institutions (HEIs) stand at the junction of increasing social and economic challenges in a pandemic era. The focus of this study is to substantiate to an extent what CE implies and what HEIs can and should do. A probing question is whether HEIs can effectively respond to needs identified within the communities in which they operate? The purpose is to interrogate how CE by HEIs can shape and be shaped by its role-players. A qualitative literature (...) class='Hi'>study and an interpretivistic paradigm were utilised in this study to deliberate upon the debate on Community Engagement (CE) in Higher Education Institutions (HEIs) in South Africa. It is a global truth that a university has an important role to play in responding to a range of societal needs. In South African universities, this is also the case, but the notion and practice of community engagement by Higher Education Institutions (HEIs) in general, is a persistent transformational requirement. What is meant by the term Community Engagement (CE) may differ from institution to institution but broadly speaking it relates to how an institution interacts with a community in which it operates in ways that result in a win-win situation for all parties involved and positively influence the quality of life within society in general. Viewed from a South African Higher Education milieu, it is clear that CE is an instrument through which transformation is supported through social responsiveness and it is thus in essence far more than mere community service or outreach as in most universities abroad. Having CE engaged universities is vital for a strong social and economic South Africa. CEs role is then to promote skills and knowledge to those alienated during the apartheid era. For a higher education institution, the benefits accrued would most likely be in inter alia joint projects, research initiatives and teaching opportunities to help redress past evils. Although community engagement often brings with it a range of challenges, it remains a fundamental role required of HEIs in South Africa and beyond. This article thus presents a brief overview on inter-alia, the direction and theoretical development of CE practices and suggests some possible aspects to consider applying to CE. A desktop literature review methodology and an interpretivistic paradigm were used in this brief study. Keywords: community engagement, higher education, South Africa, transformation, ethical duty. (shrink)

This book brings together a broad spectrum of authors, both from inside and from outside Cuba, who describe the development of Cuba's scientific system from the colonial period to the present. It is a unique documentation of the self-organizing power of a local scientific community engaged in scientific research on an international level. The first part includes several contributions that reconstruct the different stages of the history of physics in Cuba, from its beginnings in the late colonial era to the (...) present. The second part comprises testimonies of Cuban physicists, who offer lively insights from the perspective of the actors themselves. The third part presents a series of testimonies by foreign physicists, some of whom were directly involved in developing Cuban physics, in particular in the development of teaching and research activities in the early years of the Escuela de Física. The fourth part of the volume deals with some of the issues surrounding the publishing of scientific research in Cuba. Cuba's recent history and current situation are very controversial issues. Little is known about the development and status of higher education and scientific research on the island. However, Cuba has one of the highest proportions in the world of people with a university degree or doctorate and is known for its highly developed medical system. This book focuses on a comprehensive overview of the history of the development of one specific scientific discipline: physics in Cuba. It traces the evolution of an advanced research system in a developing country and shows a striking capacity to link the development of modern research with the concrete needs of the country and its population. A little known aspect is the active participation of several "western" physicists and technicians during the 1960s, the role of summer schools, organized by French, Italian, and other western physicists, as well as the active collaboration with European universities.<. (shrink)

Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society and the (...) fact that lawyers are often accused of legal nihilism, clannish behaviour, and protectionism, demand that legal ethics assumes a far greater role in Lithuanian legal education. It is necessary to stress that the topic of lawyers’ ethical violations and the consequences of such violations is discussed in the society in only in a fragmentary, and not transparent manner; moreover, the significance of ethics in the education and training of lawyers has not been properly evaluated either. Especially having in mind Lithuania’s Soviet heritage (during most of the Communist era there was almost no education on those issues), it becomes obvious that legal ethics must be continuously stressed in the legal profession’s education and development. The importance and relevance of this topic is primarily determined by the current evaluation of lawyers in Lithuania, which shows that lawyers do not fulfil the expectations of the society. This raises a question whether law graduates indeed acquire this system of ethical values as part of the process of obtaining the knowledge and skills that are necessary for a modern lawyer. While analysing the Lithuanian legal documents governing the requirements for legal studies, it has been noticed that a course in legal ethics or lawyer’s professional responsibility is not compulsory either in the qualification requirements for judges, or in the Ruling of the Constitutional Court of 20 February 2008 on legal education for those who want to assume the position of a judge according to the order of law. In the description of legal study programmes, courses on professional ethics are designated as an optional non-legal subject, which is quite different from the legal education systems of other countries, where this type of course is compulsory for future lawyers. Even if this course is taught at Lithuanian higher education establishments, it is limited to the analysis of cases and legal regulation. Insufficient attention to this issue obviously creates the erroneous impression that it is of secondary importance for a lawyer. It should be noted that legal ethical standards, the development of lawyers’ value systems and other problematic questions related to legal ethics have not attracted attention of the Lithuanian scholars either. Therefore, this is a question of the utmost importance for legal education and requires additional research. In global educational and other academic literature, much is being discussed about the methods of teaching ethics, and the place of ethical subjects in study programmes and assessment. It is well worth supporting the research on the development of lawyers’ value systems, in that the lack of such values may influence the evaluation of the practicing lawyers’ satisfaction with their job, self-confidence and belief in the importance of their profession. Obtaining social-ethical attitudes and perspectives helps future lawyers gain more trust in their professional identity and the correctness of their professional work. The main conclusions drawn from the research are the following: (1) the university can and needs to contribute to the development of students’ value systems and this is one of the most important content requirements within the legal study programmes; (2) while teaching ethics, the primary focus must be not on the legal acts regulating ethics, which are changing over time, but on the aim of helping that students themselves have an increased sense of selfawareness and sensitivity to ethical issues in law practice, recognise and understand ethical dilemmas arising in the law, recognise the dominant attitudes in the society towards the role of a lawyer and motivate them to reconsider and discuss the value bases of such attitudes and their change; (3) a course on legal ethics – no matter how perfect it would be – is not the only way to develop a personal value system. In this context, the importance of liberal arts education should be accentuated. Given the research conducted, there is a clear link between the development of moral awareness and the person’s education in general. (shrink)

The thesis of this essay is that interdisdplinary sudies hold special promise in achieving new scientific-technological breakthroughs and mapping more effective socio-economic, political, and cultural modes of interaction enhancing human flourishing. Universities are crucial to this endeavor in their multiple roles of teaching, learning, research, and service, educating youth and adults for meaningful careers, life, and participatory citizenship in a democracy. Higher education is, thus, a major transmission belt for culture. In the Third MilIennkim, interdisciplinary approaches to learning (...) suggest new methodologies that seek dialogue and integration of research findings across the disciplines to overcome the compartmentalization of knowledge which hinders new discoveries in the natural sciences and "connecting-the-dots" in the social and behavioral sciences, while humanities are key to understanding the emotional, mental, and spiritual aspects of human beings. Redeeming the culture and educating the Selfie generation require the integrated knowledge and insights of all disciplines. (shrink)

Informatization of postmodern society is a promising path to economic, social and educational development. The informatization of education is aimed at the formation and development of the intellectual potential of the nation, the improvement of the forms and content of the educational process, the introduction of computer teaching and testing methods, allows solving problems at the highest level, taking into account world requirements. One of the important directions in the development of informatization of education in the context of a (...) pandemic is new computer technologies. Interactivity, intensification of the learning process, feedback - are the real advantages of these technologies, which necessitated their application in various fields of human activity, primarily in those related to education and professional training. Now, in a pandemic, the number of studies has noticeably increased, the subject of which was the use of information and communication technologies in the educational process. The article deals with the problem of psychological and didactic aspects of the introduction of information communication technologies in the process of teaching students of higher educational institutions. An analysis of the problems and prospects of using information communication technologies in higher educational institutions was carried out, as a guarantee of building an intensive process of assimilating knowledge, skills, and abilities of students of higher educational institutions. (shrink)

PREFACE WORD The Tanzimat period, which was the starting point of reform movements in many areas such as social, political, economic, military, etc., in which steps were taken towards Westernization, is considered to be an important milestone in drawing the fate of the Ottoman Empire. In this longest century of the empire, when many things were rushed, education partially received its share of change and reform. However, since the field of education was under the control of religious institutions such as (...) the Şeyhülislâmlık and the Nezâresi Evkâf-ı Hümâyun, the changes and reforms in this field remained limited. Regarding philosophy, which is the subject of our study, we can say in advance that philosophical movements in the West, the ideas of philosophers and philosophical education in the Western sense began to enter our country in the post-Tanzimat period. It is noteworthy that during this period when the Ottoman Empire became acquainted with Western philosophy, philosophy in the West experienced a period of crisis. In the period preceding this acquaintance, philosophy education in our country was carried out in a style loyal to the tradition of Islamic philosophy, and the break in this tradition occurred with the Tanzimat. One of the most widely debated issues from the Tanzimat to the present day has been whether or not a philosophical tradition unique to us can be established. Issues such as whether a philosophy built on our own culture and values can provide us with the opportunity to raise philosophers who are considered philosophers in the Western sense, and the level of competence and proficiency of Turkish in terms of creating a philosophical language on the way to realizing this opportunity, and efforts to establish a deep-rooted tradition continue to stand before us. In this study, from a holistic perspective, the changes in philosophical paradigms in certain periods from Tanzimat to the present day have been tried to be determined chronologically and problematically. The fact that the movements that emerged with Tanzimat were broken in certain periods, such as 1915, 1933 and 1960, and left their place to different movements, and the changes in our country in parallel with the change in the perception of philosophy in the world have been tried to be revealed in this study, and as a result of the study, results that have not been expressed so far have been reached. Again, whether the perception of philosophy has changed in society along with the change in philosophy in higher education is among the topics investigated in this study. For example, the fact that professors such as Mehmet İzzet, Niyazi Berkes and Necati Öner, who studied philosophy, regretfully admitted that it was embarrassing to say "I am studying philosophy", and instead took refuge in evasive answers such as "I am studying at the Faculty of Literature, I am studying at the Faculty of Language and History", clearly shows how the difficulty of doing philosophy in Turkey is at a high level with these prejudices. From the times when philosophy was identified with irreligion and atheism, and philosophers were seen as useless people who only criticized and did not produce solutions, to the present situation, the paths taken and the obstacles overcome make us hopeful for the bright future of philosophy in Turkey. In the Dârülfünun, which was de facto established in 1863 and opened and closed many times, philosophy courses were able to find a wide place in the curriculum after 1900 and especially after 1916. However, the contribution of philosophy courses and departments, which have been a significant part of the academy since 1916 both as a field of research and education, to the establishment and development of the longed-for original philosophical thought is currently the subject of a separate discussion. Indeed, philosophy departments have never escaped the criticism that they teach Western thought, transfer Western intellectual currents, ignore social values, and provide an exclusively Western and unproductive education. Our study, which deals with the processes of change and transition in philosophy education in Turkey and the debates on these processes, consists of three chapters and three appendices. In the first part, the studies in the field of philosophy from Tanzimat to the Republic are discussed theoretically and a general framework is tried to be drawn about the establishment of philosophy in Turkey. The topics covered in this section are mainly philosophy education until the establishment of the first university in 1863 under the name Dârülfünun and its closure and reopening in 1900 under the name Dârülfünun-ı Şâhâne. As is known, after a long period of trial and error, Dârülfünun was reformed under the name "Dârülfünun-ı Osmânî" in 1908 during the Second Constitutional Monarchy. Reforms in the field of education continued unabated, and with the university reforms in 1915 and 1933, philosophy departments also underwent significant change and transformation. Especially German faculty members, who were influential in these reforms, played an active role in the restructuring of the philosophy department. Apart from universities, philosophical activities were also carried out in non-governmental organizations, newspapers and journals. In particular, the philosophers who tried to become an association under the name of the Turkish Philosophical Society are today actively working under the name of the Philosophical Society of Turkey and the Turkish Philosophical Association. In this part of our study, in addition to these issues, the philosophers of the Republican period, which we have identified as four generations, and their philosophical attitudes and behaviors are evaluated together with the aspects reflected and not reflected in their works, and the interaction between the similarities and differences between the general characteristics of the generations and the philosophical atmosphere in the country is tried to be analyzed. The similarities and differences between the generations are analyzed since they are the main factors that determine and govern the course of philosophy in Turkey. The second chapter is devoted to "Philosophical Disciplines in Purgatory in the Republican Era". In this section, the disciplines of history of science, logic, Islamic philosophy and philosophy of religion, which we characterize as disciplines in limbo because their place in philosophy departments has always been controversial, are analyzed. In the third and final chapter, under the title "Philosophical Problems and Movements in the Republican Era", the problem of establishing the practical implications of the philosophical issues discussed in the first two chapters on the theoretical level, the question of whether Turkish can be the language of philosophy, Western philosophical movements in Turkey and their representatives are discussed. This chapter concludes with the main purpose of the study, which is to discuss the problems of philosophy in Turkey, suggestions for solutions and future perspectives. We have tried to enrich our research with three appendices that are considered to be complementary to these three chapters. The first appendix contains interviews with twelve senior professors who retired after teaching philosophy in Turkey for many years. These senior professors were asked questions about the changes in the view of philosophy in Turkey, philosophy education in higher education, their perceptions of philosophy, etc., and an important historical note was made with their answers based on their experiences. In this respect, we believe that these interviews will serve as an important source and reference for future generations and the social sciences community. Although the speeches of these professors contain many important discourses, messages and references, we have chosen one motto phrase to carry in the title. On this occasion, we would like to express our gratitude to our esteemed professors for sharing their vast knowledge and experience in the field of philosophy with us. In the second appendix, the short life stories and works of about a hundred professors in the field of philosophy in the Republican period are included. Although this information is sometimes easily obtained through the internet, biographical books or the works of the professors themselves, sometimes, after a very long and laborious work, original information has been reached, which is expressed for the first time in this study. Sometimes the capture of a very small detail required great efforts. In the third and final appendix, the names and periods of the senior philosophers of the Republican period are listed chronologically. (shrink)

In Portugal, research productivity is nowadays essential for the positive assessment of academics, research units and study programmes. Academic inbreeding has been highlighted in the literature as one of the factors influencing research productivity. This paper tests the hypothesis that inbreeding is detrimental for research productivity, measured through the number of publications listed in Scopus. The study resorts to a database provided by the national Agency for Assessment and Accreditation of Higher Education, which comprises all academics (...) class='Hi'>teaching in all Portuguese institutions in the academic year 2015/2016. The sample selected for the analysis contains all academics with a PhD in Sociology. The study uses a special regression model for the analysis: the negative binomial logit hurdle. This was necessary given the large amount of academics with no publications or citations in Scopus, which were the dependent variables to assess research performance. The analysis provides separate results for the probability of inbred academics of having no papers/citations, and for the probability of producing more papers/citations than the non-inbred. Findings suggest that academic inbreeding, defined at the institutional level, has no negative effect on research productivity, contrary to what was expected. However, when defined at the national level, academic inbreeding is detrimental for the recognition and the impact of research: academics with a foreign PhD are more likely to have citations compared to academics who obtained their PhD in Portugal. A tendency was also noted that inbreeding might be more detrimental to research productivity in faculties of Economics than in Social Sciences and Humanities. (shrink)

After the reform and opening up in China, through a series of rapid developments in world, online education has grown both socially and economically. This area has become representative of the fast-growing economy. However, Guangfu culture as a crucial component of Cantonese traditional culture is gradually becoming less influential today. It is the college's responsibility and duty to protect, carry forward, and inherit this traditional culture. Especially during this cyber era, where networks have become a powerful source for communication and (...) study, there are diversified methods of adaptive learning and various learning behaviors. This article aims to analyze the plausibility of adapting an online platform into the teaching arena and the needs of students under this teaching mode. A simulation of applying advanced technology and artificial intelligence into Guangfu culture innovation was also conducted. The contribution shows the users in this platform have a longer study time, compared with non-platform users, and are more interested in traditional culture knowledge than non-users; 21.5% higher in the performance's test. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Policy and the Political Life of Music Education ed. by Patrick Schmidt and Richard ColwellHung-Pai ChenPatrick Schmidt and Richard Colwell, eds., Policy and the Political Life of Music Education (Oxford: Oxford University Press, 2017)Policy and the Political Life of Music Education is a collection of discourses regarding music education policy and its practice across a wide range of perspectives and geographical background. The book, edited by Patrick Schmidt (...) and Richard Colwell, not only provides the general readership with a well-rounded basis for comprehending music education policy in various regions, but it also offers music education stakeholders’ perspectives regarding the meaning, value, and the importance of participating in policy development and its implementation.This book discusses various policy-related issues among music education systems in terms of education levels from kindergarten to higher education and institutional music education systems. It explores both general music learning and professional musician training. Further, the scope of its observations cover issues outside of the campus; for instance, the work of musicians/teachers at the community level (Chapter 11) and the hardships associated with performing organizations such as orchestras (Chapter 13). Besides, the editors survey policy implementation at national, state, local, and organizational levels in different countries and circumstances in the Anglo-American educational world as well [End Page 217] as other contexts including Brazil (Chapter 7), Taiwan (Chapter 8), and Norway (Chapter 12).The crucial issues raised in the book are also within the focus of global education; for example, multicultural education, assessment of policy/curriculum, social inclusion, and equality of access to music education. These all accord with the notion of current trends in education and provide directions for future development. Such comprehensive discussions indeed offer readers extensive information through the three sections of policy foundation, international perspectives on policy, and policy in context.The prerequisite of the overall practice of policy is to translate an education philosophy into comprehensive terms while convincing the public.1 However, many consider that policy development is the business of government, authorities, and politicians; some music educators even believe that the discourse of policy and political issues concerning music education is far beyond their control. My ongoing study also shows that a number of music educators, including school teachers, studio instructors, and student teachers, lack the understanding of and are ignorant in the interpretation of policy.2 Policy documents such as statutes, blueprints, and even curriculum guidelines/standards are often strictly followed as compelling legislation or mandates, despite the fact that public hearings, dialogues, and on-line forums are available for all stakeholders to contribute their thoughts and experiences in their on-going development and interpretation. In this book, the authors provide a clear range of views to explain the complexity of policy development and its future implementation, embracing factors such as social context, economic condition, political evolution, assessment, and research, as well as diverse populations including academics, principals, school teachers, parents, and students. Throughout the collection, cases are raised for stressing the significance of participating in policy development and implementation and, as such, nobody is a bystander.Further, this book advocates that the awareness and understanding of policy issues should be included in teacher preparation programs for better participation in and implementation of policy by teachers, while policy related masters and doctoral studies should be encouraged. This suggests that policy relevant courses in university curriculum, either at the undergraduate or post-graduate level, should be evaluated in view of cultivating students’ political literacy and, consequently, enabling them to participate more fully in their future career. This view links to Katherine Zeserson and Graham Welch’s argument (Chapter 14) that research, policy, and practice are the spinning triangle which could make music more inspiring for the next generation. Policy should not be alienated from music and its teaching; it has the ability to improve and change both. [End Page 218]David Elliott claims that all musicians, including students, are part of the artistic citizenship and therefore should develop a social-political identity and a commitment toward social change.3 Paul Woodford further expresses that children should be prepared to develop their voice for shaping the society.4 Margaret Barrett (Chapter 10... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 54-59 [Access article in PDF] Buddhist Views on Ritual Pactice Mahayana Buddhist Ritual and Ethical Activity in the World John MakranskyBoston College Society of Buddhist Christian Studies Meeting, Orlando, Florida, November 20, 1998 Contemporary attempts to derive a present-day social ethic from traditional Buddhism usually stem from doctrinal understandings and higher practices of meditation, often overlooking Buddhist ritual practice as a source of ethical (...) formation and expression.Philosophical study of Buddhism alone may leave one's capacity for ethical response untouched. Rigorous contemplative practices of Vipassana, Zen, or higher Tibetan meditation are out of the reach of many. Ritual forms have provided ways for Buddhists from all walks of life to become attuned to the same subtle dimensions of body, speech, and mind that higher Buddhist philosophy and meditation engage. Ritual also serves as means to empower and deepen philosophical inquiry and meditation. We do well not to forget the unique power of Buddhist ritual to include the many (not only the elite) in the most profound dimensions of Buddhist ethical understanding, formation, and expression.The relative obscurity of ritual practice in contemporary consideration of Buddhist social ethics may also obscure from view some of Buddhism's past social-ethical expressions, which have sometimes taken symbolic ritual forms, rather than organized social outreach of the sort we are accustomed to identify as social-ethical activity. Buddhist ritual-contemplative forms have been viewed as ways to perform social service within and through the mythico-magical cosmoses of Asian traditions: cosmoses of buddhas, bodhisattvas, and myriad powerful, sacred beings. Since Asian Buddhists understand these cosmoses to interpenetrate our world, many of their ritual-contemplative practices are intended to perform needed social functions, within a broad context of universal salvation: healing, treating pain, treating mental illness, promoting economic well-being, preventing and assisting in disasters, protecting the helpless, easing the transition of death....Contemporary Buddhist ethics tend to de-emphasize the ritualistic and devotional aspects of Buddhism to newly emphasize material resources and strategies for social transformation which can be related to higher Buddhist philosophy. While this is important, there is a danger that contemporary Buddhists, by reinterpreting practice as social service too exclusively in modern, material terms, may dilute rather than reinforce the ontological and epistemological intuitions of Buddhism, losing touch with time-tested means for persons to actually learn to embody an ultimate source of ethical response that transcends ontological assumptions of modern, secular thought. [End Page 54] By experiencing social service as a natural extension of ritual activity, each element of such service symbolically expresses an ultimate source of ethical response within a path of ultimate transformation, reinforcing rather than diluting the deepest intuitions of Buddhism even as Buddhist practice takes new social-ethical expression in our world.As an example, I will focus on one of the earliest and most popular continually practiced Buddhist rituals of Indo-Tibetan Buddhism: the Bhadracaryapranidhana ("resolution of excellent practice") which appears within the Avatamsaka sutra. This practice, further delineated in treatises ascribed to Nagarjuna, Asan(dot)ga, Vasubandhu, S´antideva and many others, consists of seven ritual activities: bowing, offering, confession, ritual rejoicing, requesting teaching, entreating the buddhas to continually manifest, and dedication of karmic merit.The ritual appears at the end of the Avatamsaka sutra, a scripture thousands of folios long in Tibetan translation. What follows is my own condensed commentary on the first portion of the ritual, which aims to correlate its elements with the fuller context of practice and visionary experience described in the sutra as a whole.The ritual takes place set within the nirvanic realms of infinite buddhas, bodhisattvas, and holy beings whose salvific power and activity penetrate all realms of living beings who remain caught in the sufferings of sam.sara. To enter into the ritual is not merely to visualize these intersecting dimensions of nirvanic and samsaric existence, but to have one's body, speech, and mind symbolically entered into the stream of practice of all buddhas and bodhisattvas past, present, and future, to participate through all senses and movements of thought... (shrink)

IntroductionThe COVID-19 pandemic was soon declared a global health threat and had significant economic and health implications. Unprecedented government measures brought massive shifts in teaching-learning pedagogy in nursing to curb the infection. The study was conducted to explore the predictors of pandemic fatigue among nursing undergraduates and mediating role of individual resilience and coping styles during the third wave in India.MethodsThis online survey included 256 undergraduate nursing students studying at Tertiary Care Teaching Hospital in North India. Lockdown/Pandemic (...) Fatigue Questionnaire, Brief Resilience Scale, and Coping Behavior Questionnaire were used to collect the information. Appropriate descriptive and inferential statistics were applied to compute the results.ResultsNursing undergraduates reported a moderate level of fatigue during the restrictions imposed at the time of the third wave. Students’ year of study, tested positive during pandemic, and post-COVID-19 hospitalization were found associated with higher fatigue status. Advanced age and higher personal resilience status were associated with lower fatigue levels. Resilience status and second year of study were reported as independent predictors of pandemic fatigue in students.ConclusionFindings suggest that lockdown-related fatigue was common in nursing undergraduates. Considering negative consequences on mental health, routine psychosocial screening of the nursing students should be conducted. Recommending stress-relieving measures should be enforced to help nursing undergraduates to combat lockdown-induced exhaustion. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response 4: The Summer of Our DiscontentCaroline EdwardsI write this response on the eve of another wave of industrial action in the UK in November 2022—the Universities and Colleges Union (UCU) “UCU Rising” campaign, the latest in a series of regular disputes over pay and working conditions, the gender and ethnicities pay gap, and casualisation that has been ongoing since 2018. In 2022’s “summer of discontent,” we’ve seen our (...) rail, maritime and transport workers, airport staff, bus drivers, telecommunications workers, postal workers, nurses, refuse workers, and higher and further education staff engage in ongoing industrial disputes with intractable bosses. Even criminal barristers continue with an indefinite, uninterrupted strike after years of government cuts and chronic underinvestment. Everywhere you look, there is a palpable sense of a country on its knees. It’s nearly 100 years since the last General Strike of 1926 and in the UK it’s looking increasingly likely that we will have another General Strike on our hands soon. In “Two Cheers for Blueprints, or, Negative Reasons for Positive Utopianism” Antonis Balasopoulos contextualizes this within the longer economic durée of the shift from Fordist production to so-called flexible accumulation after 1972, writing in this issue that “the turn of capital to the faster and higher [End Page 554] profits involved in financialization rather than infrastructural and industrial investment, form much of the objective, structural ground for what can only be described as the rapid rise of a dystopian structure of feeling in western societies since the early 1970s.” Antonis’s brilliant summary reminds us of the monumental scale of the challenges facing utopian thought and praxis in our current moment. Make no mistake—the “crisis ordinariness” of everyday life under late capitalism that Lauren Berlant identified in Cruel Optimism (2011) has intensified in the years following the Global Financial Crisis (2007–8), the wave of Occupy protests in 2011, and, more recently, the COVID-19 pandemic (2020–). “For some time now,” as Antonis writes, the utopian goals of “happiness, fulfilment, [and] emancipation... have been out of the question altogether.”It’s hard not to agree with this assessment, given the current chaos of life in the UK. Adam Stock’s roundtable contribution “Funding Utopia: Utopian Studies and the Discourse of Academic Excellence” focuses on the academy’s complicity with the neoliberal financialization of what were previously protected as public goods (education, our health service, transport infrastructure, and so on) over the past three decades. As Adam notes, the rhetoric of “excellence” that has come to dominate all areas of university life—teaching, research, public engagement, and the quantifiable “impact” of university research beyond the academy—is really just another way of using competition to mask the market logic of scarcity. Swingeing cuts to publicly funded research have led to a scarcity of resources in scholarly knowledge production, which is legitimated through the discourse of “excellence” and “prestige.” Only a handful of elite research leaders are granted awards and the value of all research becomes judged by its proximity to this distribution (concentration) of wealth within a small number of institutions. Defending education as a public good has long given way to the desperate, existential struggle for survival at UK universities. Numerous institutions are on the brink of bankruptcy, which was the goal all along for the ideologically driven Office for Students (OfS). Market exit, as they euphemistically term it, proves market efficiency.At my own institution, Birkbeck, University of London, the challenge to utopian thinking is all too violently clear. Birkbeck has a special place in the UK higher education system—a university founded nearly 200 years ago in the Crown and Anchor Tavern on the Strand (it was called the London Mechanics’ Institution back then) to offer education to working-class Londoners that [End Page 555] fitted around their busy working lives. As my colleague Joanna Bourke writes in Birkbeck: 200 Years of Radical Learning for Working People (2022), life expectancy in the poorest parts of London was just twenty-nine years; cholera, typhoid, and typhus were major killers; and illiteracy was widespread. At Birkbeck, we are the only university to teach evening classes and offer the requisite support... (shrink)

Teachers and teacher educators in the US struggle with conflicting needs. They must think critically and adaptively in response to the rapidly changing demographics of their students and adjust to a policy climate that emphasizes standardization, measurement, and disregard for teachers as professionals. Embattled pre-service teacher education programs in institutions of higher education have traditionally sought to develop teacher candidates’ knowledge, skills, and dispositions. The authors argue that in the current climate pre-service teachers also must appropriate conceptual frameworks to (...) support their development as responsive professionals. While dispositions are beliefs and attitudes the origin and teaching of which remain in dispute, concepts like social justice, political-economic equity, and formative assessment are abstract ideas or concepts that inform practice. Conceptual tools, i.e., concepts, theories, and frameworks, guide novice teachers in making decisions in response to the growing and rapidly changing student populations they will teach as well as the policy contexts that constrain their teaching practice. The appropriation of conceptual tools contributes to development of vision and adaptive expertise required by responsive teacher professionals. Using an activity theory framework developed by Wartofsky that draws in particular on the classification of artifacts, or tools, this article frames and critically examines teachers’ need for conceptual tools, the appropriation of those tools, and a mixed methods study of that appropriation. The study demonstrates that teacher candidates do appropriate conceptual tools, but that measurement of that process, though desirable in the current policy context, requires the development of a systematic and replicable methodology. (shrink)

The relevance of the study has two sides — individual and general. In its essential aspect, it is the development of achievements of predecessors by consistently taking into account the latest data on trends and changes in the interconnected spheres of education, economics and culture. In the individual aspect, it is about improving the professional means of improving the efficiency of teaching foreign languages in order to form students with a high level of linguistic-professional competence. Public relevance (...) is the goal of educating young people in a new patriotic direction, because today, due to various global influences, the classical principles of life in the agrarian system, created in recent centuries, or in the industrial society, are devalued due to various global influences. The purpose of the study in a broad sense was to highlight the causes and consequences of the European religious Reformation as the main factor in accelerating the movement of the whole of Western Europe to the position of the world leader that previously belonged to China. We see precis e tasks in the integrated analysis on the basis of the latest discoveries of many humanities and exact sciences in the educational, economic and cultural systems of Germany and other successful European states. On this basis, we hope to fulfill the public task which is to make significant proposals in the plans and practice of higher education reform in Ukraine. The methodology of the study relies on the best classical means, on the principle of historicism and the continuity of the connection between the material and the ideal, a modern multidisciplinary approach. For the highest effectiveness of the research, we will use the latest scientific data and recommendations of the innovators who collect and use these data. The results of the study mostly follow from the mentioned new discoveries. They testify that in ancientt history, in the role of locomotives of civilizational progress in the western part of Eurasia, direct descendants of the inventors of agriculture acted, among which the especially great contribution belongs to the ancestors of Ukrainians from the territories of Trypillya and the Great Trypillya. It is indicated that during the existence of the Great Trypillya, future German farmers acquainted themselves with the technologies of the Great Trypillya, so the German language, through borrowed words, became part of the Indo-European family. It is noted that after the collapse of the Great Trypillya, the Germans and Slavs became neighbors along the meridian Elbe. In the age of steppe invasions, future Ukrainians and Germanic tribes did not get in contact, and the influence of the Roman Empire was mostly experienced by western lands. Emphasis was placed on the evolution of ideological, religious and other paradigms in the territory of Germany after the collapse of the Holy Roman Empire, which determined the development of the nation for the next hundreds of years. The religious and philosophical paradigmatic origins of those unique features of culture and education that during the nineteenth century were emphasized. brought Germany to the position of the scientific and technological leader of the world. The high role of German neo-humanism and the Berlin Research University were noted. In the final section, special attention is paid to religious issues and to the destructive impact on social and other processes in the German immigration flows of Islamists. The conclusions focus on the competition of several important paradigms in the education of modern Germany and the proposals made to incorporate German experience in legislation and the use of the Bologna process. An important caution is made regarding the choice of Germany's strategy for the development of the scientific and educational complex 'within the framework of the Lisbon project. This country has become a world leader not only in alternative energy, but also in the implementation of the fourth industrial revolution. We consider an example of this leadership like the regular world conferences in Davos, which involve the majority of influential politicians and economists. (shrink)

Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is a first step in developing preventive measures. (...) Previous research has attempted to do this through the use of self-report surveys, but such research takes considerable time and resources to conduct and suffers from low response rates and social desirability bias. To address this limitation in existing research, this study links existing data from records of other-reported cheating to university registration data in order to examine 6 cheating risk factors identified in previous research: maturity level, gender, grade point average, major, international student status, and fear of punishment. The results of the study suggest that international and transfer students, particularly those who are male, in high-risk majors, and have lower grade point averages, are in particular need of preventative education. Likewise, those faculty who teach in computer science, engineering and economics majors should do more to educate implement practices to reduce the likelihood of cheating. (shrink)

Contributing to the emerging religion and development literature, this study sets out to analyse the role of faith in the context of a particular development approach, 'Use Your Talents' at the Malagasy Lutheran Church in Madagascar. By analysing the views of lay Christian informants with regard to their involvement in the UYT project, the study asked what is the role of faith as an intangible asset in an asset-based community development project? The qualitative data were collected through participant (...) observations and interviews conducted in four congregations across Madagascar in 2018. The results showed that church teachings and biblical stories created a normativity of good and desirable behaviour in the context of the asset-based community development project. Faith may constitute an asset when it promoted the individual's capacity to achieve positive economic and social change.CONTRIBUTION: This research broadened the understanding of religion in the context of asset-based community development projects. The results showed that the participants attributed their engagement in community development to their religious calling. The belief in the existence of a higher power not only seemed to influence individuals to act but also enabled them to feel empowered and have something to contribute. As a contribution to sociology of religion, this study showed that community development can be part of Christians' and congregational holistic activities that depended on local knowledge and resources. Faith not only motivated individuals to engage in community development, but also it seemed to represent the essence of their engagement. (shrink)

The use of student evaluations of teaching (SET) has become a widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to the need for more research in this area. This paper is a part of a larger scale study, which aims to contribute to broadening the knowledge and understanding of SET validity (...) by analysing the process within the South East European University (SEEU) in North Macedonia in order to determine whether student evaluations are objective and critical. A likert scale questionnaire, containing 9 questions, was designed for the purpose of the analysis. The questionnaire was sent to all students from the five (5) Faculties: Business and Economics, Law, Contemporary Sciences and Technologies, Contemporary Social Sciences and Faculty of Languages, Cultures and Communications, in both campuses, Tetovo and Skopje. Three hundred and thirty three (333) students participated in the survey. Statistical Package for Social Science (SPSS) was used for analysing the results. Findings revealed that the information students received about the reputation, experience and qualifications of the professors had the highest influence on their perceptions, which in turn influenced the evaluations. As an addition, the present paper also compares two methods on a data set of actual SET. For illustrative purposes, only data from one faculty have been analysed. It is shown that the traditional method of considering the average values can misrepresent a teacher’s performance as it can be highly sensitive to any extreme grades, being either very positive or very negative. (shrink)

The academic History of Philosophy in Lithuania in three volumes will be published by the Institute of Culture, Philosophy and Art. The first presented volume covers the development of Lithuanian philosophy from the 16th to the 18th centuries. It includes late medieval and Renaissance philosophy, the second scholasticism and modern philosophy. The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently baptized Lithuania (...) strove to adopt Western culture and to present itself as a Western state. Some graduated from the universities as bachelors or masters of philosophy and returned to their country. At the end of the 14th century, Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher education. That need was significantly increased by the growing activity of various religious orders. In 1507 the Dominicans started teaching philosophy and theology to their novices. They were able to teach late medieval philosophy in its thomistic interpretation. We can regard 1507 as the year Lithuania benefited form a new phenomenon, professional philosophy, and the Dominicans as its initiators. They taught not only the disciplines of late medieval philosophy but also the basics of the other sciences. The Dominicans, and later the Jesuits, Franciscans, Bernardines, Carmelites, Trinitarians and other monastic orders, enriched intellectual life in Lithuania by teaching philosophy in their schools. (shrink)

The academic History of Philosophy in Lithuania in three volumes will be published by the Institute of Culture, Philosophy and Art. The first presented volume covers the development of Lithuanian philosophy from the 16th to the 18th centuries. It includes late medieval and Renaissance philosophy, the second scholasticism and modern philosophy. The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently baptized Lithuania (...) strove to adopt Western culture and to present itself as a Western state. Some graduated from the universities as bachelors or masters of philosophy and returned to their country. At the end of the 14th century, Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher education. That need was significantly increased by the growing activity of various religious orders. In 1507 the Dominicans started teaching philosophy and theology to their novices. They were able to teach late medieval philosophy in its thomistic interpretation. We can regard 1507 as the year Lithuania benefited form a new phenomenon, professional philosophy, and the Dominicans as its initiators. They taught not only the disciplines of late medieval philosophy but also the basics of the other sciences. The Dominicans, and later the Jesuits, Franciscans, Bernardines, Carmelites, Trinitarians and other monastic orders, enriched intellectual life in Lithuania by teaching philosophy in their schools. (shrink)

The academic History of Philosophy in Lithuania in three volumes will be published by the Institute of Culture, Philosophy and Art. The first presented volume covers the development of Lithuanian philosophy from the 16th to the 18th centuries. It includes late medieval and Renaissance philosophy, the second scholasticism and modern philosophy. The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently baptized Lithuania (...) strove to adopt Western culture and to present itself as a Western state. Some graduated from the universities as bachelors or masters of philosophy and returned to their country. At the end of the 14th century, Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher education. That need was significantly increased by the growing activity of various religious orders. In 1507 the Dominicans started teaching philosophy and theology to their novices. They were able to teach late medieval philosophy in its thomistic interpretation. We can regard 1507 as the year Lithuania benefited form a new phenomenon, professional philosophy, and the Dominicans as its initiators. They taught not only the disciplines of late medieval philosophy but also the basics of the other sciences. The Dominicans, and later the Jesuits, Franciscans, Bernardines, Carmelites, Trinitarians and other monastic orders, enriched intellectual life in Lithuania by teaching philosophy in their schools. (shrink)

The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently christened Lithuania strove to adopt Western culture and to present itself as a Western state. At the end of the 14th century, the Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the (...) need for higher education. The need was significantly increased by the growing activity of various religious orders. In 1507, the Dominicans started teaching philosophy and theology to their novices in Vilnius. They taught late medieval philosophy in its Thomistic interpretation. We can regard 1507 as the year Lithuania began to benefit from a new phenomenon, professional philosophy, with the Dominicans as its initiators. The Dominicans and later the Jesuits, Franciscans, Benedictines, Carmelites, Trinitarians, and other monastic orders enriched intellectual life in Lithuania by teaching philosophy in their schools. The most important event in the development of philosophy in Lithuania was the foundation of Vilnius University in 1579. The disciplines belonging to scholasticism of the second level were taught in its philosophy department. (shrink)

The greatest intensity of “live” life is captured from as close as possible in order to be borne as far as possible away. Jacques Derrida. Echographies of Television . Rainer Ganahl has made a study of studying. As part of his extensive autobiographical art practice, he documents and presents many of the ambitious educational activities he undertakes. For example, he has been videotaping hundreds of hours of solitary study that show him struggling to learn Chinese, Arabic and a (...) host of other languages. The stacked boxes of tapes are then presented like minimalist monoliths, dense archives of effort. About fifteen years ago, Ganahl began photographing the lectures that he attends. At the time, he hadn’t seen anyone else doing it, so besides his spare selection of images of the speaker and the audience, much of the time the lectures would just pass into memory, undocumented, or recorded in writing alone. Since then, he has felt the transition to digital cause a significant shift in his process. At the same time, he has seen the habit become ubiquitous as others photograph, record, and videotape the lectures all around him. In keeping with the theme of this inaugural issue of continent. , can we propose each small grouping of photographs that result an isthmus stretching between two disparate bodies of mind? The first being the body of the lecture as spelled out in the title of each work – the experience of the event in all its constituent parts. The second is the body of the recipient, the listener, in this case an artist, who plays a minimal role just beyond the prescripted behavior of sitting and listening. He uses a gesture of documentation to draw a line between himself and the event, creating an artwork. Františka + Tim Gilman: As we mentioned before, the theme of the magazine for this issue is "isthmus." It seems like a very good way into your work, and it leads us to ask what connection you see between your photographs of the lecture and the lecture itself? Rainer Ganahl: The relationship is of course a concrete, pictorial one, or if you want a mimetic one but also an abstract one because the photographs carry the title of the lecture, the names of the lecturers, the site, the institution and the time of the lecture. Photos are fixed moments of time and can reproduce images displayed and reproduce visuals presented at a moment but they don’t come with time based recordings that video or sound takes are offering. What remains of a lecture is usually just the memory, some notes and all the announcements of it. In my case I end up with a visual product I declare as my artwork. It might not differ from any snapshot taken by any other student or member of the audience but I do this in a semi-systematic way with certain rules and procedures I have set up. While I am at a lecture I am mainly focusing on the lecture itself. Last night I went to one of Slavoj Žižek which demanded quite some concentration. I even was asking him a question at the end. I took photos as well but still didn’t lose track of the lecture. I didn’t walk around, I was not preoccupied by where I was sitting and what light I was having like some of the other photographing and filming people in the room who came and left, moved around and tried to capture him from this and that angle, from close and far. I just sat there and concentrated on the lecture and yet managed to take about 30 or so images of him, the public around me and of the film clips he presented. Once the lecture is over the story changes: it all becomes a question of the images, their selection, their visual qualities, their labeling and archiving. The function of the images also change: not only do they stand for an intellectual event in a row of lectures that become part of my intellectual history within many possible such histories but they also have to function as art, something not everybody else with images of lecturers demands of their images. This is my specific claim as an artist to impose them as artworks. And as with all artistic propositions the offer can be accepted or rejected. I basically spend my life trying to do exactly that: making what I declare as art, offering something to anybody interested in it as my art, an offer that is not and will never be accepted as such by all people. F+T: What are your criteria for selection, i.e. how do you choose which lectures to photograph, by lecturer, by topic, or do you photograph any and every lecture you can? RG: As everything in my life, I go by my interest which is the result of many factors. If I am aware of a lecturer, read his books or appreciate his works my interest of attending his much higher than if I am not aware of it. I usually don’t go to lecturers simply based on their subjects—something that can happen of course, if the subject, the title of the lecture is promising or at the heart of my interest. Sometimes I also wait for years to get a change to photograph certain people but I do that in a very low-level “keep your ears up” mentality and not in a systematic scanning of all channels and possibilities. I do not go into philosophy departments and photograph everybody teaching there. I go with the flow—and unfortunately a great deal of great talks I also miss because I hear too late of them. Often, I also stumble into them by traveling, by getting emails from friends and by simply being in the right spot at the right time. Somehow you could look at my lecture par cours as some kind of loose intellectual flâneurism . If you know of interesting lectures and events, please, let me know. F+T: Is your selection of images more of a production or post-production method? That is, do you take a lot of photos and select only a few images from each lecture, or do you take them very selectively? Do you have a particular methodology for the selection of images? RG: This all changed a bit with the arrival of digital photography. In the beginning I had to pay a lot of money for film developing. Hence, I was taking either one role - 36 images - or half a role - 13 images - depending on who talked and whether they projected images. With the unlimited capacity of digital imaging I easily end up between 30 and 150 images of one event still depending of whether images are presented or not. In the first years of that project when I wasn’t fully aware yet of what I was doing, I printed at least 2 images of any lecture and sometimes three or even four, a choice that was also constrained by costs. But again, since I have a web site and since images can easily be selected and presented on my web site without generating remarkable costs I have now more and more pain to reduce them to less than ten or eight images for an event. Now, before I have them printed which really is expensive, I can present them already as artwork on my web site without any immediate costs. Thus the economic factor is at the end of the chain which enables me to be more ‘generous’ and include more images. Over the last years I have been mostly selecting at least four photographs for a lecture unit but recently also as many as ten. But so far only one set above four images has been actually printed and sold. What might sound even more shocking is the likely fact that if a curator or a collector demands me to reduce the number of images due to costs, I might compromise at this current stage if the images have not been yet printed or published outside my own web site. This means that to a certain degree any selection that has only seen publication on my web site and not yet been produced runs the risk to change in numbers of images included. Needless to say, I am the last one that finally makes a decision and I do honor all given earlier decision if those were final. F+T: How do you feel the act of photographing the lecture affects your reception of the contents of the lecture? And your recollection afterwards, do you remember the lecture more having photographed it, or just having sat and listened? RG: As mentioned above, I get very little distraction from photographing since I can multitask well and do not obsess about the quality of the image: I photograph from where I am and listen with my ears and not my eyes. I am not sure whether the images serve as a mnemonic devise to the content of the lecture if there are no images involved but they at least remind me that the lecture existed, the title of the lecture and the name of the people and institutions involved. The titles of the hundreds of lectures I took during the past 15 years can also be read as an essay of theoretical life in that period. This will be come more and more visible as time passes by. These images age much better than I do. F+T: You mentioned at the outset of our discussions that you started this practice some time ago and have seen the practice of photographing lecturers become more commonplace. Why do you think that this shift has taken place? RG: The answer is very simple. Photographing is now free of any charge and hence omnipresent. You buy a phone or any other personal digital assistant and it has a camera integrated in it whether you want it or not. There is no need to develop images and there is no hassle to keep images, to distribute images, to organize images and save them. It is all virtual, not creating any costs and doesn’t require any efforts. You don’t spend twenty dollars for photo-developing anymore, you don’t need to walk anymore to your pharmacy or your photo shop to drop off and return to pick up and pay. You don’t need to go to the post office to send somebody a picture. You have a program like Photoshop already built into your camera. Photographing is now a thing for everybody—with functioning cameras made for two year olds. It is technically now nearly impossible to make bad images. The image quality is virtually guaranteed by cheap, high performing, mini-computers packed into miniscule cameras. With all these technological changes, we are undergoing now a cultural paradigm shift that includes permanent recording (not only still image taking) of everything. I wonder even whether babies are just born to be photographed—at least a process where the first photograph is right there. What is interesting now, is how the law is trying to catch up. I am experiencing and expecting more restrictions on photographing and recording—something already in place in many museums and in certain galleries—as the recording devices become more and more invisible and undetectable. It is an interesting cat and mouse play and will end up with some of us that are photographing the world around us in court. The world has become very transparent and everybody is contributing to it with social networking technologies—like twitter and Facebook—that are designed to monitor and communicate every step we make in our lives. F+T: Why did you start the practice? As a way to remember, or to capture the experience of the lecture and the environment there? RG: A couple of years earlier I started to photograph my own reading seminars as part of my art work with results that surprised me positively. I really liked these images of students and people discussing heavy non-fiction with me. The reading seminars justified this kind of pictorialism. Then in 1995 I had the chance to attend an entire seminar by Edward Said entitled “The Representation of Intellectuals at Columbia University,” which really gave me the idea to start this series. Why not also photograph these lectures I visit all the time since this really is a way of representing intellectuals? F+T: The constellation of images and the title seem like a kind of portrait, do you agree? If so, is it a portrait of the speaker, of yourself, or of the event? RG: Well, to follow up on the previous question the lectures are more than just portraits of lecturers since I include not only the speakers but also the audience, an audience that is not named or specifically highlighted as is the speaker. So if we stick with the metaphor of the portrait we would have to extend it also to the environment, the class room, the lecture hall, the arrangements of seats or benches, tables, lecture stands and other stuff typically seen on my images. Often the walls are decorated or even tagged with graffiti or posters and other stuff. There is a big difference between a small seminar room at the English Department of Columbia University, full with books and cabinets and a lecture room at a Paris or Frankfurt university that accommodates 50 to 150 people. We should, maybe, also distinguish between lectures that are one time events—mostly open to the public, free of charge or paid—and events that are weekly, closed to the public and held mostly in universities that can cost fortunes or be paid by the State as it is still predominantly the case in continental Europe. All this, of course, is not necessarily announced in the title of the lecture and is subject to information that isn’t visible on the images. To a certain degree we see also portraits of a general privilege when it comes to the public of certain institutions that are highly selective and extremely costly without forgetting that most of the lectures are dealing with theory, art, philosophy and other highbrow subjects. In general, I would say we see very little if we don’t know already what’s going on, who the lecturer, the institutions, the context are in which we subsequently can zoom into variants like sexual, racial, or age-related make-up without ignoring clothing fashions, hair styling, body mannerisms, gadgets and stuff. F+T: Do you see a relation between this body of work and your other work, for example your language studies? RG: Everything I do is “unfortunately” related. I say unfortunately because this makes my work not so easy to grasp. The relationship to the language studies is relatively clear since both are originally grounded in the domain of education and knowledge production. Nearly all my work comes across that nexus where knowledge and power are addressed. I was at one point wondering what the relationship was to some of my earlier indexical work where I was happy alone with footnotes from books painted on the walls: I came to understand that both are just different manifestations of knowledge and information. F+T: Do you foresee continuing the series indefinitely, or is there an end to it? RG: I think that I will continue this series indefinitely or to be more precise, as long as I go listen to lectures and want to learn something which brings me to your previous question: What do the reading seminars, language studies, historical research and lecture hopping have in common: I learn something. Further Reading Rainer Ganahl’s website William Kaizen. “ Vulgar Politics .” art&education . April 2009. Web. Smith, Roberta. “ Rainer Ganahl: ‘Language of Emigration & Pictures of Emigration .’” New York Times April 23 2010. Web. (shrink)

In the last two decades, we have witnessed the quest for decolonization; through research, writing, teaching, and curriculum across the globe. Calls to decolonize higher education have been overwhelming in recent year. However, the goal of decolonizing has evolved past not only the need to dismantle colonial empires but all imperial structures. Today, decolonization is deemed a basis for restorative justice under the lens of the psychological, economic, and cultural spectrum. In this book, the editor and her authors (...) confront various dimensions of decolonizing work, structural, epistemic, personal, and relational, which are entangled and equally necessary. This book illuminates other sites and dimensions of decolonizing not only from Africa but also other areas. This convergence of critical scholarship, theoretical inquiry, and empirical research is committed to questioning and redressing inequality in contemporary history and other African studies. It signals one of many steps in a bid to consultatively examine how knowledge and power have been both defined and subsequently denied through the sphere of academic practice. (shrink)

The article argues that the most important trends in the recent metamorphosis of higher education, especially of university teaching and research, cannot be understood without placing them in the context of general developments in political life. Both processes reveal alarming features and there is a link between them. In recent decades a religion has established its dominance in the public policy field. Its dogmas are called “liberalization”, “economic man”, “individual preference”, “the free market”, “competition” and “efficiency”. The consequences (...) of the progressive imposition of this doctrine on the universities—including on the relation between teaching and research—are well documented but not always well understood. It is argued that the “commercialization” of higher education and research means in reality their hyper-bureaucratization, via the imposition of so-called evaluation, assessment and accreditation schemes, the latest avatars of the managerialist ideology. Might the final result be the disintegration of the university as an institution? (shrink)

Governments of Australia have, at least since the 1960s, desired the control of tertiary education. From the mid-1960s to 1988 Australia had a binary system of higher education comprised of universities and colleges of advanced education. The latter were subject to much stricter government regulation. One of the main intentions was to have a system of tertiary education which was more attuned to the economic needs of the nation and less expensive than traditional universities. Colleges of advanced education were (...) supposed to be ‘equal but different’. Historians of education have been criticised for concentrating on facts and acts and for ignoring the human and social dimensions of institutional history. This paper redresses some of these shortcomings. The paper focuses on the individual working lives of a group of academic staff in one of Australia's oldest colleges of advanced education. It examines the influence of government regulations at the individual level. The paper investigates how system-wide restraints were reflected in the institutions they were supposed to influence. The issues covered include academic recruitment, induction programmes, institutional history, the use of sanctions and rewards and controls on teaching. (shrink)