介绍

IF 0.3 4区 哲学 Q2 Arts and Humanities Science in Context Pub Date : 2022-04-01 DOI:10.1017/S0269889700002350
Keri Facer, Christopher Newfield
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引用次数: 0

摘要

作者于2020年3月4日至6日在加州大学圣巴巴拉分校组织了一场题为“2050年的全球高等教育:为可持续社会设想大学”的会议,随后该校因应对COVID-19大流行而关闭了18个月。这次会议的前提是,高等教育的未来将是多元的,必须对巨大的国际分歧做出反应,必须由全球多数人而不是政策精英积极创造。这篇引言描述了论文的共同项目,即确定高等教育现状的关键因素和可能导致意想不到的未来的特征。我们总结了指导某些工作的三个视界方法。我们还概述了第三天的活动,该讲习班寻求一种将现在与未来联系起来的手段。这项工作在这里发表的论文的范围之外继续进行。
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Introduction
The authors organized a conference, “Global Higher Education in 2050: Imagining Universities for Sustainable Societies,” at the University of California, Santa Barbara, March 4–6, 2020, right before the campus was closed for eighteen months in response to the COVID-19 pandemic. The event's premise was that the futures of higher education will be plural, must be responsive to large international divergences, and must be actively created by global majorities rather than policy elites. This introduction describes the papers' common project of identifying the key elements in the higher education status quo and features that might lead toward unexpected futures. We summarize the three horizons methodology that guided some of the work. We also outline the activities of the third day, the workshop that sought a means of linking the present to the future. This work continues beyond the horizons of the papers published here.
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来源期刊
Science in Context
Science in Context 综合性期刊-科学史与科学哲学
CiteScore
0.80
自引率
0.00%
发文量
1
审稿时长
>12 weeks
期刊介绍: Science in Context is an international journal edited at The Cohn Institute for the History and Philosophy of Science and Ideas, Tel Aviv University, with the support of the Van Leer Jerusalem Institute. It is devoted to the study of the sciences from the points of view of comparative epistemology and historical sociology of scientific knowledge. The journal is committed to an interdisciplinary approach to the study of science and its cultural development - it does not segregate considerations drawn from history, philosophy and sociology. Controversies within scientific knowledge and debates about methodology are presented in their contexts.
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