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Controversies of Expressive Arts Education in Portugal: Insights from Policies and Practices 葡萄牙表现艺术教育的争议:来自政策和实践的见解
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8120206
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引用次数: 1
Individual Interests, Community Responsibility and Public Powe 个人利益、社会责任与公共权力
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc83202013
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引用次数: 0
The Pragmatic Nature of the Virus and its Biopolitical Drive 病毒的实用主义性质及其生物政治驱动
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8320202
Marco A. Jiménez
There are three expressions of the vital energies of the COVID-19 virus: from its idea, from the things and events in its ambit, and from its activity in establishing connections Its pragmatic nature consists in its capacity for heterogeneous connections between ideas about it, the things and events that it causes (sickness and death), and the actions that can be implemented to address it (policies) Human beings' response to it is not about one social class being confronted with another;neither is it a matter of conscience, of a struggle between the North and the South of Capital It is about biopolitics, about the exercise of power over the living We who live must give and guarantee life at all costs, no matter what it takes
COVID-19病毒的生命力有三种表现:从它的观念,从它的范围内的事物和事件,从它建立联系的活动,它的实用主义本质在于它有能力在关于它的观念、它所引起的事物和事件(疾病和死亡)以及可以实施的解决它的行动(政策)之间建立异质联系。人类对它的反应不是一个社会阶级面对另一个社会阶级;也不是良心的问题。这是关于生命政治,关于对生者行使权力,我们活着的人必须不惜一切代价给予和保障生命,无论付出什么代价
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引用次数: 0
International Higher Education and Global Citizenship Education: The Rise of Critical Cosmopolitanism’s ‘Personhood’ in the Age of COVID-19 国际高等教育与全球公民教育:新冠肺炎时代批判性世界主义“人格”的兴起
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8320208
Benjamin Green
COVID-19 is the first truly global pandemic of the 21st century, and while it has claimed thousands of lives, it has also provided our current global risk society with opportunities to inhabit increasingly rare moments of transnational openness and collectivity However, higher education institutions (HEIs) continue to be guided by hegemonic forces which reify the necessity of human capital-based norms, values and competencies as a means of securing national and individual competitive advantage Challenging the dominant neoliberal orthodoxy of the knowledge economy, knowledge socialism aims to cement the bonds of collectivity through decentralised and non-hierarchical avenues of non-rivalrous, peer-to-peer, knowledge exchange for the collective good This article argues that in order to foment this turn - from individuality/competitiveness to collectivity/non-rivalry - a shift from a methodologically nationalist form of global citizenship education, towards one which embraces cosmopolitan personhood must occur Thus, cosmopolitan personhood should be understood as an educational project and an ethical imperative which promotes a notion of cosmopolitan citizenship based in openness and the collective struggle towards securing the greater good
COVID-19是21世纪第一次真正意义上的全球大流行,虽然它夺去了数千人的生命,但它也为我们当前的全球风险社会提供了机会,使我们能够享受到越来越罕见的跨国开放和集体时刻。然而,高等教育机构继续受到霸权势力的支配,这体现了以人力资本为基础的规范的必要性。知识社会主义挑战了知识经济中占主导地位的新自由主义正统观念,旨在通过非竞争性的、点对点的、本文认为,为了促进这种从个性/竞争到集体/非竞争的转变,必须从方法论上的民族主义形式的全球公民教育转变为拥抱世界主义人格的教育。世界主义人格应该被理解为一种教育项目和一种道德要求,它促进了一种以开放和集体斗争为基础的世界主义公民观念,以确保更大的利益
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引用次数: 4
The University of We: Value-Sensitive Design for an Ethical University 我们大学:伦理大学的价值敏感设计
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8120204
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引用次数: 3
COVID-19 and Disparities in Education: Collective Responsibility Can Address Inequities 2019冠状病毒病与教育差距:集体责任可以解决不平等问题
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc83202010
Fawzia Reza
COVID-19 has exacerbated disparities in education and has further widened the achievement gap between economically advantaged and disadvantaged students Without access to a computer or reliable broadband internet, minority students and students of colour are often challenged in participating in asynchronous learning platforms Although school districts are taking innovative steps to address this concern, a significant number of students continue to be constrained in this regard
由于没有电脑或可靠的宽带互联网,少数民族学生和有色人种学生在参与异步学习平台时往往面临挑战,尽管学区正在采取创新措施解决这一问题,但仍有相当数量的学生在这方面继续受到限制
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引用次数: 8
Pandemic Education 流行的教育
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8320201
H. Have
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引用次数: 0
The Kill Chain: Epistemologies and Ethics in the Securitized Academy 杀伤链:证券化学院的认识论与伦理学
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8120203
L. Gearon
. In the light of terrorism threats worldwide, universities have become increasingly conscious of and committed to enhancing the security of campuses, the safety of staff and students, and the protection of academic knowledge. By such processes, universities have become partners, conscious or otherwise, in a wider process of securitization. This has involved the academy in engagements with legal authorities, as well as security and intelligence agencies. But there is though nothing new about such interactions; indeed, universities have long been conscious and unconscious partners with security and intelligence agencies, and such engagements extend far beyond counterterrorism. Indeed, a plethora of recent articles have popularized and to some degree maintained the glamorous allure of such a relationship (Golden, 2017; Reisz, 2018), typically conjuring an air of intrigue, conspiracy and mystery about it. However, little serious attention has been given to the ethical implications of such engagements for universities and academics. Drawing (though not uncritically) on securitization theory (Bagge Laustsen & Wæver, 2000; Buzan, Weaver, & de Wilde, 1997; Buzan & Hansen, 2009), the article demonstrates how the securitized university has become part of what military theorists call ‘the kill chain.’ Exemplifying four academic ethical principles that can guide university engagements with the security and intelligence agencies, namely, academic standards, academic freedom, academic engagement, and professional conduct, the article defines the securitized university as an interface of the epistemological and the ethical: that is, in new models of warfare where intellectual capital is a feature of university relations with security and intelligence agencies as well as the military the Academy knowledge gathering and dissemination of that knowledge confronts through the kill chain new moral ground.
. 鉴于恐怖主义在全球范围内的威胁,大学越来越意识到并致力于加强校园安全、教职员工和学生的安全以及保护学术知识。在这样的过程中,大学自觉或不自觉地成为了更广泛的证券化过程中的合作伙伴。这涉及到学院与法律当局,以及安全和情报机构的接触。但是这种相互作用并不是什么新鲜事;事实上,长期以来,大学一直是安全和情报机构有意无意的合作伙伴,这种合作远远超出了反恐范畴。事实上,最近大量的文章已经普及了这种关系,并在某种程度上保持了这种关系的迷人魅力(Golden, 2017;Reisz, 2018),通常会给人一种阴谋、阴谋和神秘的感觉。然而,很少有人认真关注这种合作对大学和学术界的伦理影响。借鉴(尽管并非不加批判地)证券化理论(Bagge Laustsen & Wæver, 2000;布赞,韦弗,德·王尔德,1997;Buzan & Hansen, 2009),文章展示了证券化大学如何成为军事理论家所谓的“杀伤链”的一部分。文章举例说明了可以指导大学与安全和情报机构合作的四项学术伦理原则,即学术标准、学术自由、学术参与和职业行为,并将证券化大学定义为认识论和伦理的接口:也就是说,在新的战争模式中智力资本是大学与安全和情报机构以及军队关系的一个特征学院知识的收集和传播通过杀戮链面临着新的道德基础。
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引用次数: 0
Breach as Flow in the Pandemic Learning Room 在大流行学习室中,Breach作为Flow
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8220209
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引用次数: 0
Emergent Creativity across and between Disciplines 跨学科和跨学科的涌现性创造力
Q1 Arts and Humanities Pub Date : 2020-01-01 DOI: 10.22381/kc8120207
B. L. Hunte
. Creativity has been adopted as a mantra across more industries and disciplines than ever before. It crosses borders and silos and is embraced in unexpected sectors. Yet we know very little about how to foster transdisciplinary creativity across and between all the disciplines in our universities. And given predictions that more future discoveries will take place between disciplines, not simply within them, understanding the dynamics of transdisciplinary creativity becomes increasingly important. This article examines an unusual university environment that fosters transdisciplinary discovery. Specifically, it looks at the creative process involved in using a pack of ‘method cards’ written by academics from many disciplines. Emerging from this process I present three deep insights revealed through five years of observation, presented as paradoxes as they all challenge the importance we place on traditional notions of knowledge. The first insight discusses the value of the naïve perspective (important when researchers stray out of their domain of expertise in transdisciplinary research.) The second insight explores the importance of the creative leap between disciplines (the invaluable ‘trans’-cendent part of ‘trans’-disciplinary practice, where discipline becomes less relevant). And the third insight explores the importance of the person / people doing the creative leap (examining the crucial shift we must make in our universities to privilege ‘being,’ not just ‘knowing.’)
. 与以往任何时候相比,越来越多的行业和学科都将创造力奉为箴言。它跨越国界和藩篱,被意想不到的领域所接受。然而,我们对如何在大学各学科之间培养跨学科的创造力知之甚少。有预测称,未来将有更多的发现发生在学科之间,而不仅仅是学科内部,因此理解跨学科创造力的动态变得越来越重要。这篇文章考察了一个促进跨学科发现的不寻常的大学环境。具体来说,它着眼于使用由许多学科的学者编写的一组“方法卡”所涉及的创造性过程。在这个过程中,我提出了通过五年的观察所揭示的三个深刻的见解,它们都以悖论的形式呈现,因为它们都挑战了我们对传统知识观念的重要性。第一个洞见讨论了naïve视角的价值(当研究人员在跨学科研究中偏离了他们的专业领域时,这一点很重要)。第二个见解探讨了学科之间创造性飞跃的重要性(“跨”学科实践的宝贵“跨”部分,其中学科变得不那么相关)。第三个洞见探讨了进行创造性飞跃的人的重要性(考察了我们在大学里必须做出的关键转变,即重视“存在”,而不仅仅是“知识”)。
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引用次数: 2
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Knowledge Cultures
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