This chapter critically examines the dominant tradition in formal education as an indirect driver of biocultural homogenization while revealing that there is an alternative tradition that fosters biocultural conservation. The dominant tradition, originating in the Seventeenth Century scientific revolution effected by René Descartes, Thomas Hobbes, Isaac Newton, John Locke and allied thinkers, privileges science, seen as facilitating the technological domination of the world in the service of economic growth, as the only genuine knowledge. This is at the foundation of (...) a globalized, homogenizing culture that reduces everything and everyone to instruments of the globalized economy. The alternative, now recognized as the Radical Enlightenment, has its roots in the Renaissance. Represented by thinkers such as Giordano Bruno, Giambattista Vico, Gottfried Herder and Friedrich Wilhelm Schelling, it challenges such dogmatic scientism and upholds the value of diverse cultures, past and present. It offers an alternative tradition and model of education fostering imagination, understanding and appreciation of diversity in the quest for wisdom. It is a model of education which engenders respect for and appreciation of the value of different cultures, including indigenous wisdom with very different attitudes to nature, thereby developing the capacity to reflect on, question, criticize and overcome the homogenizing imperialism of mainstream modernist culture. (shrink)

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about (...) the problems that provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

A nation’s economy runs on the knowledge and skills of its people.Quality assurance mechanisms for higher education institutions must take cognizance of the graduates' acquisition of skills to become productive and contributory for societal development. The study is a quantitative survey assessing the attainment of the immediate program learning outcomes of the graduating Bachelor of Science in Information Technology of one campus of a public higher education institution in the Philippines. It also assessed the introspection and level of (...) satisfaction of the graduates in their studies. Findings disclosed that the graduates have a high level of attainment of the program's learning outcomes and a high level of satisfaction. The high school where the respondents graduated is the single variable that defined the difference in attainment of program intended learning outcomes. As to the graduates' introspections, themost significant percentage of them learned the program from family, relatives, and friends. Reasons for pursuing the degree program are because of parents’ influence, prestige of IT profession. Meanwhile, the university's reputation, affordable tuition fees, and proximity to home were the factors affecting the enrolment in the BSIT program. The findings will be the basis for strategic program interventions of the program. (shrink)

This argument outlines an ambitious yet feasible global strategy for combating climate change, emphasizing the deployment of scalable technologies, international collaboration, and community-driven initiatives. Key components include renewable energy adoption, carbon capture technologies, and biodiversity restoration. The argument also addresses socio-economic challenges by proposing equitable climate finance mechanisms and educational programs for sustainable practices. By integrating real-time monitoring systems and adaptive frameworks, the blueprint ensures resilience and long-term sustainability.

The aim of this article is to extend the explanatory power of Martin Thrupp’s legacy within the framework of critical realism. Specifically, it argues that critical realism’s methodological complement, the morphogenetic approach, provides a metatheoretical toolkit that can deepen and expand Thrupp’s realist analysis of school contexts. The article elaborates on how the morphogenetic approach offers a stratified, temporally phased view of causality that integrates structure, agency, and culture (SAC). By foregrounding SAC, it argues for a layered and nuanced understanding (...) of context in education policy analysis, refining Thrupp’s conceptualisation of the constraints and opportunities available to school leaders. The article also delineates how the morphogenetic approach offers greater analytical precision in examining how emergent socio-cultural configurations condition agency and change within global educational systems, particularly through its positing of ‘situational logics’ that predispose agents towards specific courses of action. The final section outlines the potential of the morphogenetic approach for theorising the impact of globalised neoliberalism and managerialism on education, ultimately complementing and sharpening Thrupp’s realist contextualism. The article concludes that Thrupp’s contextual approach can be ‘rebranded’ through the morphogenetic framework, enhancing his realist analysis with a stratified understanding of how global neoliberal forces shape local educational contexts while offering strategies to resist managerialism and promote social justice. (shrink)

Educational institutions strive to produce graduates who are competent and competitive both domestically and globally. This graduate tracer study investigated the employment outcomes of graduates from the College of Teacher Education (CTE) and Graduate School (GS) Programs from SY 2016-2022. Data collection methods included Google forms, surveys, and phone calls. Of the 2846 CTE graduates, 2491 (87.75%) were traced, and of the 659 GS graduates, 550 (83.45%) were traced. Findings revealed that CTE graduates were predominantly single females aged 24 (...) or younger, who typically began working as permanent teachers at the Department of Education (DepEd) 2-3 years post-graduation, earning a base salary of P15,000–25,000. They generally served in these roles for 4-6 years. Conversely, GS alumni were primarily married men in their 30s, employed in permanent supervisory or managerial roles at DepEd, with monthly earnings between P25,000 and P50,000. Graduates reported that their university degrees were economically relevant and provided significant financial advantages. CTE graduates indicated that job satisfaction was more influenced by workplace interactions and environment than salary. The study suggests enhancing the use of social media to encourage graduate participation in tracer studies and recommends ongoing professional development for faculty to improve educational programs and prepare graduates with highly employable skills. Addressing job satisfaction disparities may require targeted interventions to improve educational programs, expand career development opportunities, and foster supportive work cultures tailored to each graduating class's needs. (shrink)

Character education in schools has been high on the UK political agenda for the last few years. The government has invested millions in grants to support character education projects and declared its intention to make Britain a global leader in teaching character and resilience. But the policy has many critics: some question whether schools should be involved in the formation of character at all; others worry that the traits schools are being asked to cultivate are excessively competitive (...) or military. In this pamphlet Randall Curren sets out a robust defence of character education. He welcomes the political support it presently enjoys, but contends that greater clarity about the nature, benefits and acquisition of good character is essential. In particular, he argues that too narrow a focus on traits like perseverance and resilience is a serious mistake: these traits are only virtues when they are part of a wider set of moral and intellectual qualities, and when their exercise is guided by good judgment. Curren offers us a compelling and coherent account of what good character is and how it might be cultivated in schools. He explains why schools must be needs-supporting environments that provide students with opportunities to engage in rewarding activity, and why cultivating good character implies promoting the ‘fundamental British values’ of democracy, the rule of law, individual liberty, and mutual respect and tolerance. His groundbreaking pamphlet promises to expand the scope and strengthen the foundations of character education in British schools, and should go a long way towards allaying the fears of its detractors. (shrink)

Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal (...) of higher education as global and universal education. Since the whole set of human rights should be seen as an indivisible system of basic limits to individual and collective freedom, a right based approach would be the other main perspective, certainly relevant in the context of the African continent, as it is worldwide. Furthermore a right based understanding is a much ignored aspect of human rights, although intimately related to basic interests of the higher education system from either the point of view of the national education systems, or as private universities and it is also related to non-governmental organisations understanding of the general aim of higher education development, where international organizations could help in the implementation of these cultural rights based good practices. In the first section we first develop briefly a normative ethical model of education based on the transformative model of the ethics of discourse compared to other possible classical models based on merit, then we will present cultural rights, reminding us some aspects of cultural rights related to higher education, and address the relevance for the African context of a contextual reflection on these rights. (shrink)

Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum (...) though theory (curriculum content, including traditional subjects) and practice (practical learning as experiential education). Nevertheless, many place-based accounts discount Indigenous conceptions of place, which are integral to Indigenous ways of knowing, being and doing, especially in relation to the ontological relationship to Land and Country. Indigenous philosophy has the potential to inform what place-based education means by students developing a ‘sense of place’ when engaging with local communities as their ‘own’ place. In this article we re-imagine the community of inquiry as a place-responsive pedagogy by learning from Indigenous philosophy, and recentring Indigenous notions of place in experiential learning. In addition to exploring the pedagogical potential of a place-responsive account of the community of inquiry, we look to the implications for teacher preparation. (shrink)

The viewing patterns of Global Television in Nigeria seem to have undermined the objectives of local media content in the Nigerian media industry. This paper was designed to examine the factors that indicate that global television affect the development of Nigeria’s local content and why most Nigerians prefer to watch global television programmes at the expense of local television programmes even in the wake of assumed improved local contents in the Nigerian media. The study adopted observational and (...) quantitative methods of acquiring data on reasons why most residents in Nigeria prefer to view foreign programmes and how television viewing of global contents from the foreign stations has affected the development of local media content. The questionnaire was the instrument adopted for eliciting data from primary sources who are television viewers in Nigeria. This study proposed and distributed 300 but recovered 267 copies of the ‘Global Television versus Local Television Viewing’ questionnaire to randomly selected members of the population in Calabar, Cross River State. A review of secondary sources including books and articles on television viewing in Nigeria was carried out. The quantitative data was analysed using simple tables and percentages. Findings revealed that a significant number of Nigerians prefer to watch global television programmes because of their intrinsic interest and creative nature including the educational, informational and entertainment value advantage of the programmes over their local counterparts. The study recommends that the states and federal governments in Nigeria should inject more funds into revitalization of local television stations and should employ more experienced and retrain old television staff in their respective television stations in order to improve on the quality and patronage of local content in the Nigerian media. (shrink)

ANNOTATION Sardak S.E. Global Regulatory System of Human Resources Development. – Manuscript. Thesis for the Doctor of Economic Science academic degree with major in 08.00.02 – World Economy and international economic relations. – SHEE «Kyiv National Economic University named after Vadym Hetman», Kyiv, 2014. The preconditions and factors of the global economic system with the identified relevant subjects areas and mechanisms of regulation instruments have been investigated. The crucial role of humans in the global economic system as (...) a key factor of production, the main resource, the producer and the consumer of economic and social benefits that are exposed to global threats, problems, challenges, trends and subjects has been confirmed. There have been revealed the causes and consequences of the public institutions transformation under the influence of globalization, which formed a qualitatively new conditions for social and economic development that determine the need for further changes in the areas of conceptual guideline for the management of human resources development, optimization of tasks, state and international institutions activity forms, integration of efforts as for monitoring, planning and forecasting. The modern major instruments and spheres of international cooperation to ensure human development have been determined. The integrated characteristic of human resources and their role in social development both from the standpoint of their use in labour processes and as a medium of civilization and social utility with the help of the categorical classification system organizing and expanding which enables to design and apply the appropriate approaches at all managerial levels have been defined. The necessity and the concept of human resources development in the context of the content of managerial influence identifying (self-development, self-management and external control of development) at different administrative levels that ensures the growth of human capital to the limits of its potential have been analysed. The survey of human activity system aspects in the global world, taking into account the parametrization of the global environment, its structure, management and development have been realized. The formed methodology principles of managerial influence on the development of human resources with scientific schools, hardness degrees, available models, research and providing theoretical and practical implementation peculiarities for groups of countries and territories of the world taken into consideration have been examined. There have been noted civilization and national differences in the forms of managerial influence on the development of human resources, which lead to the formation of human resources development national control systems conditioned by different value public strategic guidelines, especially in relation to social security, education, national management and state migration policy. The current and future requirements for global human resources development which are proposed to be achieved by the development and formalization of global civilizational paradigm of social development due to social coordination interaction have been given. The influence of the institute of state on the human resources development has been evaluated and it has been proved that in the beginning of the XXI century in the global environment the institute of state is the ultimate guarantor of its citizens’ labour ability and vital activity renewal, that makes it the main instrument of managerial influence on human development. The methodology of countries and territories matrix positioning by human development qualitative criteria and population size quantitative parameters which allows to design unified managerial measures as for human resources for similar national economies in the context of global regulatory trends has been proposed. The strategic trends of improvement of human resources development in the national economy, taking into account the differences in the development of human resources in different countries and areas which vary and differ in their focus, content and ways of implementation for such groups. The varying criteria for evaluating the effectiveness of the global impact on human resources development, taking into account the natural, biological, technological, economic, social and management dimensions and the results of human resources development management in social and economic systems at various levels have been revealed. The periodization and the forecast of the global dynamics of human resources development by analyzing and modeling the values of the absolute and relative terms correlation character have been carried out, which enables to make their retrospective and prospective comparison and to find chronological boundaries of qualitatively different periods. The configuration of the human resource development global coordinate system as a set of interrelated principles, components, fields, tools, frameworks, management levels and forms of managerial influence that allows with the help of institutional means to adapt the state of human resources development to a globally varying environment. (shrink)

Global studies can be made not only with respect to the humans who inhabit the Earth, they can well be done with respect to biological and abiotic systems of our planet. Such an approach opens wide horizons for the modern university education as it helps to form a global view of various processes. However, we can also ask ourselves whether the limits of our studies can be moved further. Would not it be useful for the students to (...) understand the evolution of our planet within the context of the evolution of our Universe? The need to see this process of development holistically, in its origins and growing complexity, is fundamental to what drives not only science but the human imagination. This shared vision of the grand narrative is one of the most effective ways to conceptualize and integrate our growing knowledge of the Universe, society, and human thought. Note that the respective discipline already exists and it has been developing quite successfully for more than three decades; it is denotes as Big History. (shrink)

The Global Media and Information Literacy Week commemorates the progress in achieving “MIL for all” by aggregating various MIL-related local and international events and actions across different disciplines around the world.The MIL Global Week 2018, 24 to 31 October, was marked by the United Nations Educational, Scientific and Cultural Organization in collaboration with various organizations including the UN Alliance of Civilizations, the Global Alliance for Partnership on MIL, the International Federation of Library Associations, the International Association of (...) School Libraries, and the UNESCO-UNAOC University Cooperation Programme on Media and Information Literacy and Intercultural Dialogue. (shrink)

Concerns about population ageing apply to both developed and many developing countries and it has turned into a global issue. In the forthcoming decades the population ageing is likely to become one of the most important processes determining the future society characteristics and the direction of technological development. The present paper analyzes some aspects of the population ageing and its important consequences for particular societies and the whole world. Basing on this analysis, we can draw a conclusion that the (...) future technological breakthrough is likely to take place in the 2030s (which we define as the final phase of the Cybernetic Revolution). In the 2020s – 2030s we will expect the upswing of the forthcoming sixth Kondratieff wave, which will introduce the sixth technological paradigm (system). All those revolutionary technological changes will be connected, first of all, with breakthroughs in medicine and related technologies. We also present our ideas about the financial instruments that can help to solve the problem of pension provision for an in-creasing elderly population in the developed countries. We think that a more purposeful use of pension funds' assets together with an allocation (with necessary guarantees) of the latter into education and upgrading skills of young people in developing countries, perhaps, can partially solve the indicated problem in the developed states. (shrink)

In the context of the global intellectualization, human capital is the determining factor in the innovation development and the international competitiveness of countries. In the XXI century. the leading component of human capital are qualitatively new information, communication and network technologies. Particular importance are education and training, professionalism, high level of human resources management, building up, reproduction and human capital development. These factors are the prerequisite for the growth of the competitive advantages of the country in the conditions (...) of globalization. (shrink)

James Hansen, the world’s leading climate scientist, argues that global climate destabilization could totally destroy the conditions for life on Earth, and further, that politicians are not taking effective action. Instead, they are using their power to cripple science. This situation is explained in this paper as the outcome of the successful alliance between a global class of predators and people who must be recognized as idiots taking over the institutions of government, research and education and transforming (...) governments into governments of occupation. The predators are either indifferent to the suffering they will cause, or have an agenda to use the effects of global warming to cull the world’s human population. In either case, their views are legitimated by social Darwinism. By revealing their true nature, this alliance has exposed a rift in the civilization of modernity, revealing the suppressed tradition and trajectory of the Radical Enlightenment. With its roots in the Renaissance, the Radical Enlightenment is opposed to reductionist materialism and committed to truth, liberty, justice and democracy. To revive the grand narrative of the Radical Enlightenment it will be necessary to reemplot this grand narrative as a project for creating an Ecological Civilization. This will be a civilization based on process metaphysics and a fusion of science and the humanities in human ecology. The goal projected by this narrative should be to save life on Earth from this alliance of predators and idiots. (shrink)

Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will be unable (...) to meet its task of knowledge transfer. This paper covers the basic science and ethical policy debates, and begins to outline the questions that will necessarily entangle education as we orientate ourselves to the new world that is upon us. (shrink)

—This paper sets out to re-examine the impact of global television on the behavior of youths in Nigeria. The paper identifies cultural imperialism as the most significant impact of global television achieved through programs like sports, drama, musicals, and violent movies transmitted to Nigeria and other third world nations. These programs are transmitted under the guise of informative, educational and entertainment programs while the Nigerian youths are the most affected victims. Through careful analysis of previous researches and literatures, (...) this paper posits that Nigerian youths are caught between the dilemma of the foreign cultures and their indigenous cultures in terms of dress codes, speech, dance and the general ideologies. This paper concludes that aggressive cultural communication and government’s programs targeted at youths at all levels are one of the suggestions that can help tame the cultural dilemma among the youth. (shrink)

Given demonstrated global knowledge inequality, this article attempts to draw out the connection between tertiary education and research (TER), economic development and infrastructure, and human development. We first explore the connection between knowledge and economic development by tracing a short history of the emergence of knowledge in economic analysis and by introducing the concept of a ‘knowledge economy’. The World Bank’s ‘Knowledge Assessment Methodology’ (2000) attempted to evaluate such ‘knowledge economies’ through a number of proposed variables. We describe (...) relationships between such TER-variables, economic development, and infrastructure building, especially in the shift towards digital economies. We will show that there is a tangible, negative human impact from disparities in knowledge production, and significant improvement in human welfare when knowledge production capacities improve. Finally, we will illustrate how these relationships play out in two case studies, in Montenegro and Bangladesh. (shrink)

CLIMATE EDUCATION FOR WOMEN AND YOUTH Around the world, people still lack basic awareness and understanding of the drivers and impact of climate change, as well as options for reducing carbon emissions and adapting to the climate change impacts. In addition, climate change impacts are not equally distributed. Gender inequalities and development gaps increase the impacts of climate change for women and young people. Driving climate action through educating and empowering women and youth could lead to building resilience within (...) communities. Thus, education and training are crucial to building capacity and enhance their ability to tackle climate change, especially as most of them have no access to information and resources related to climate action. Despite the evidence that education has a strong role to play in both climate adaptation and mitigation, the global education community has done little to advance wide-scale education efforts. Solid, coherent policies and plans are the bedrock on which to build sustainable education systems, achieve educational development goals and contribute effectively to lifelong learning. At a time of growing inequality, closing the gaps in access to quality education requires a long-term vision, engagement, and effective collaboration between various stakeholders. To do that, it’s critical to develop climate educational guides for developing countries that include the most important elements about formal and informal education for women and young people, as well as relevant learning materials and tools. Establishing a climate education coalition provides a forum for expert discussion and unlocks the potential of collaborative work. Embedding climate topics into formal and non-formal education is another priority area for action that could contribute to increasing climate awareness among youth. Community-level climate education projects and initiatives could be a powerful tool for educating and empowering women. Thus, governments and local authorities should ensure funds and provide resources for these projects and initiatives. (shrink)

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other (...) terms, including ‘multidisciplinary’, ‘cross-disciplinary’, ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum. (shrink)

Ayurveda, a holistic healing system, has been an integral part of India's cultural heritage for thousands of years. With its emphasis on natural remedies, preventive healthcare, and mind-body balance, Ayurveda has gained significant recognition globally. This paper explores the state of Ayurveda education in India, including its historical background, current challenges, and potential opportunities. It sheds light on the efforts made to promote and strengthen Ayurveda education, the curriculum, regulatory bodies, and the role of technology in enhancing learning (...) outcomes. Additionally, it discusses the importance of research and innovation to further the growth and global acceptance of Ayurveda. (shrink)

Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension (...) is between those who insist that the degree is to serve modernity and those who hope that it may contribute to a new era of justice and harmony with nature. One critical battle ground for the business curriculum is the subject Business Ethics. The business ethics curriculum often indicates the intention of the business ethics degree itself. Kant's distinction between heteronomy (rule following) and autonomy (making your own decisions) provides us with a means to judge the purposes of business ethics courses: there are courses which seek to produce reliable and compliant (heteronomous) employees, and there are those which seek to produce independent creative (autonomous) human beings. The question for this conference is: what do we as business educators see as our task? (shrink)

Neoliberalism is an approach to social policy, now globally influential, that applies market approaches to all aspects of social life, including education. Charter schools, privately operated but publicly funded, are its most prominent manifestation in the U.S. The neoliberal principles of competition, consumerism, and choice cannot serve as foundations of a sound and equitable public education system. Neoliberalism embraces socio-economic inequality overall and in doing so constricts any justice mission its adherents espouse in virtue of serving a relatively (...) disadvantaged student population, as charter schools often (by no means always) do. It constricts educational justice by (1) embracing a “human capital” approach as the primary good of education, (2) creating educational inequality through (unofficially) selecting a relatively advantaged segment of the disadvantaged demographic it serves, (3) denying the effect of poverty on educational performance, and (4) devaluing its students’ familial ethnic cultures. (shrink)

Well elucidated and defined education policy is the most essential criteria for comprehensive progress of all human beings. From the time immemorial it is known that progress can be ushered only through education. A futuristic education policy both at the school and university level is extremely imperative. Countries at the global level have been adopting effective education policies to meet the changing needs of education and society at large. There is a need to shift (...) educational approach from rote learning to understanding, from exhaustive learning techniques to excitement of discovery and towards the joyful exploration. True education must encompass a synchronized working of body, mind and spirit. The ultimate aim of education must be to help the growing soul draw out the best and make it perfect for a noble use. The aim of education is not only to prepare an individual to succeed in life and society, but to reach the optimum. With this background, the paper is attempting at the theoretical level, to study the Integral philosophy, in the light of NEP 2020. It also tries to inquire into the modalities of Integral thinking, propose the application of the same in education and pedagogies to characterize its practice and goals in Integral Education. (shrink)

Researches in education are conducted to address educational problems and provide solutions that will stimulate effectiveness within the educational sector. Like other disciplines, educational researches must be conducted without issues or bottlenecks that will hinder the integrity of the study or the researchers. This chapter identifies various issues that are currently practised which are unethical. The chapter also provides insights to the aspects that researchers and scholars must focus in order to ensure that unethical issues are avoided when conducting (...) researches. Conclusions and recommendations were made in order to improve the current practices towards global best practices in educational research management. Keywords:. (shrink)

The topic of discourse titled “Advancement of Global Peace Building from the Periscope of Kant‟s Philosophy of Perpetual Peace” is centered on the clarion call for the placement of the study of Arts and Humanities at the forefront of human existential candescence. Global peace is a phenomenal thrust in Arts and Humanities, which if jettisoned could affect our existence. Within this frame of conception, Kant‟s Philosophy of perpetual is examined in Arts and Humanities to proffer to solution to (...) man. Kant‟s perpetual peace as an expository and critical adumbration reveals the indispensability of Arts and Humanities in all facets of man‟s endevours. Kant‟s indulgences in the philosophy of perpetual peace was a call for nations and individuals to pursue peace and build on it for existential benefits and global peace. His insistence on “love, virtuous duty to others and respect” where founded on dignity on man. The objective of the work is to reemphasis that within the ambience of Kant‟s philosophy of peace adequate interest into ought to be placed to the study of Arts and Humanities. Contemporaneously, man has experienced terrorism, kidnappings, wars and other forms of conflicts which has impeded peace building and universal harmony. The critical and analytical methods of philosophy as reflected in this work educe that through the instrumentality of Arts and Humanities, advancement of global peace is a possibility through Kant‟s perpetual peace. Man therefore needs and desire peace, build on peace for continuous enjoyment of nature‟s beneficence. (shrink)

This paper presents an impact evaluation of the policies for teacher education programs within the framework of the National Development Plan 2014-2018. The programs were compelled to obtain high-quality accreditation, increase the credits in school practices, and the English level, among other requirements. Relying on multivariable regression, it shows that, for the year 2021, there is no association between high-quality accreditation in most modules of the Saber Pro tests, or it is negative in the global score and quantitative (...) reasoning. In a second step, using Differences–in–Differences, it evidences how the changes made by the programs had positive effects on the performance of students compared to other professional programs. The results show significant improvement in most modules of the Saber Pro test, except for the English module. The effects were homogeneous by characteristics of the students and institutions, but heterogeneous by area of knowledge, indicating that the effect is mainly due to the curricular changes of the programs. (shrink)

Humankind is facing many existential global problems that require international and transgenerational efforts to be solved. Preparing our next generation with sufficient knowledge and skills to deal with such problems is imperative. Fortunately, the digital environment provides foundational conditions for children’s and adolescents’ exploration and self-learning, which might help them cultivate the necessary knowledge and skills for future survival. We conducted the Bayesian Mindsponge Framework (BMF) analytics on a dataset of 2069 students from 54 Vietnamese elementary, secondary, and high (...) schools to test this presumption. The results showed that students with higher digital literacy are more curious and have better knowledge regarding global issues (i.e., climate change, disease, overpopulation, aging, etc.). Students’ curiosity also mediates the relationship between digital literacy and global issues knowledge. Based on these findings, we argue that digital explorative space is essential for digital natives’ education for survival, individually (i.e., for future employment requirements) and socially (i.e., for making informed decisions and creating innovations that can be helpful to society). Children’s and adolescents’ exposure to digital explorative space should be promoted to improve their digital literacy rather than prohibition. During the exploration, emotional intelligence is critical in mitigating existential risks, or threats, to digital natives to navigate and overcome chaotic processes occurring in unchartered waters in the virtual world. (shrink)

The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. (...) And that is the challenge that we take up here. Though Garrett Hardin suggests that the solution is a governmental process that rules over all contenders, since a world government seems unlikely before the planet hits the tippy point, we suggest an educational initiative instead: one that holds a mirror up to the behaviour of individuals, rather than to the behaviour of individuals in groups. Such an educational initiative would be focused on priming individuals to keep constant track of what they do as individuals as opposed to focusing on the behaviour of humanity in general. Such an educational initiative would focus on tackling the “problem solvers” rather than just “the problem”. (shrink)

The Sikh identity, represented by the Khalsa, is deeply rooted in unity, equality, and selfless service. Sikhs, known for their resilience, spirituality, and commitment to justice, have historically taken leading roles during challenging times. As the world becomes increasingly interconnected and complex, the need for a Global Sikh Renaissance has become more urgent. A key driver of this renaissance can be "Khalsa Synergy"—the collective unity and action of the global Sikh community. Through Khalsa Synergy, Sikhs can reconnect with (...) their roots while addressing modern challenges, ensuring that the core principles of Sikhism—Naam (spirituality), Kirat (honest living), and Vand Chhako (sharing with others)—are both preserved and adapted innovatively to meet contemporary needs. Understanding Khalsa Synergy: Khalsa Synergy refers to the harmonious collaboration among Sikhs worldwide to leverage their collective potential. "Khalsa," introduced by Guru Gobind Singh, embodies the virtues of purity, courage, and selflessness, representing a collective spirit that transcends individualism. On the other hand, Synergy emphasizes that the whole is greater than the sum of its parts. This concept allows Sikhs from diverse social, economic, or geographical backgrounds to work together toward common goals, such as addressing inequality, promoting education, advocating for environmental sustainability, and striving for global peace. (shrink)

Citizens of liberal, affluent societies are regularly encouraged to support reforms meant to improve conditions for badly-off people in the developing world. Our economic and political support is solicited for causes such as: banning child labor, implementing universal primary education, closing down sweatshops and brothels, etc. But what if the relevant populations or individuals in the developing world do not support these particular reforms or aid programs? What if they would strongly prefer other reforms and programs, or would rank (...) the various benefits that might be offered differently than seems reasonable to the Western, liberal supporters of these campaigns and organizations? What is the proper liberal response here? I argue that the proper liberal response is to support those programs and reforms that the global poor most value. The bulk of the paper is devoted to arguing against the popular liberal argument which states that we can safely disregard the preferences of the oppressed when they seem very unreasonable because these individuals suffer from “adaptive preferences.” This typically is taken to mean that their preferences are “not their own” in an important sense. I put forward various different proposals for why adaptive preferences can be safely dismissed, but ultimately argue that they are not persuasive. And if it is no longer legitimate to appeal to adaptive preferences as a basis for disregarding what oppressed people want, then I argue that to do so is straightforward paternalism, and so is unjustifiable in all but the most extreme cases. Finally, I argue for the following concrete recommendations: Given that resources are not infinite, we should (1) Support programs that give oppressed people increased access to information, such as access to technology, (2) support those reforms and aid programs that the oppressed themselves regard as most important, with special emphasis on those opportunities for education that they deem valuable, and (3) refrain from supporting coercive policies intended to thwart adaptive preferences. (shrink)

This paper advocates for the introduction of poetic inquiry in Nigerian universities as a powerful approach to decolonizing research and reclaiming indigenous ways of knowing. It highlights the need to challenge outdated colonial concepts of higher education that have suppressed poetry and other indigenous forms of exploration and understanding. It argues that the incorporation of poetic inquiry in Nigerian universities can create inclusive and transformative spaces that foster social justice, cultural affirmation, and knowledge decolonization. The paper draws on literature (...) on decolonial and critical pedagogy to argues that poetic inquiry enables researchers to engage with alternative modes of expression and challenge dominant Western-centric paradigms. It underscores the social and political implications of embracing poetry as a means of reimagining narratives and reshaping power dynamics within academia and society at large. By validating and honouring indigenous knowledge systems, poetic inquiry promotes self-determination and cultural revitalization while bridging the gap between academia and the wider community. The paper offers recommendations on how Poetic Inquiry may be integrated into the curriculum of Nigerian universities. (shrink)

Corruption is a ubiquitous problem. As Gillian Brock notes early on, it exists to one degree or another in all societies, no matter their stage of development, and is regularly identified by the public as one of the top problems in the world (2–3). Despite its importance and frequency, it hasn’t been a central topic for philoso- phers working on normative moral and political theory. This isn’t to say that it has been ignored, but it has mostly been seen as (...) a specialty topic in areas such as business ethics, criminal law theory focusing on white-collar crime, or certain sub- areas in democratic theory. However, as Brock points out, corruption has particular importance for questions of global justice, given that “corruption plays an enor- mous role in sustaining global injustice and hinders efforts aimed at remedying global deprivations” (17). This comes not only from the sort of large-scale corrup- tion by government officials that starves developing countries of funds needed to provide necessary services but also from more day-to-day corruption in the provi- sion of water, leaving many people without access to clean drinking water; in con- struction, where people must make do with substandard and unsafe buildings; in the provision of education and medical services; and so on. Despite the massive size of the global justice literature, Brock’s book is one of the first—perhaps the first— to focus specifically on corruption in relation to global justice. It would be an im- portant work for this reason alone, but it also has many other virtues which should make it the touchstone of the topic going forward. (shrink)

Background and Aim: Global trends and national policies have made internationalization and paying attention to the international markets of higher education inevitable on the one hand and becoming a legal requirement of Iranian medical sciences universities on the other hand. Therefore, the main goal of this article was to show, by examining the experience of international marketing of higher education in Tehran University of Medical Sciences, what are the futures of international marketing of higher education in (...) medical sciences? Materials and methods: in this documented data and the views, knowledge and lived experiences of the beneficiaries of the University of Medical Sciences were the basis of the study, and in the following, the methods of documentary studies, trend analysis, brainstorming, expert panel, theme analysis and scenario planning were used. Results: The most important achievement of this article is that among the challenges facing the international marketing of higher education in the University of Medical Sciences, two driving forces have the highest importance and uncertainty in shaping the future of this issue, including: sustainable security and cultural development. Conclusion: The normalization of political and economic relations with the world along with appropriate cultural development inside and outside the university and acceptance of cultural, racial, religious, intellectual, ethnic and gender differences strengthens the marketing process of higher education. In such a situation, the risk of investing in providing international higher education will be reduced. Therefore, the most expensive and the most important uncertainty facing the country's universities in international marketing is the attitude and approach of science and technology governance to the relations and structure governing the international system. (shrink)

The purpose of this document is to outline why and how universities must both transform and mobilise to avert the worst impacts of the global crises faced by humanity. The first section addresses the justification for transformation and how academia can and must transform. In the second section, the document highlights the need for a peaceful mobilisation of student and staff bodies to make effective the transformation advocated for. The document then outlines a blueprint as to action that must (...) be taken in order to initiate the required transformation and mobilisation. (2020). (shrink)

In her debate with Michael Blake, Gillian Brock sets out to justify emigration restrictions on medical workers from poor states on the basis of their free-riding on the public investment that their states have made in them in form of a publicly funded education. For this purpose, Brock aims to isolate the question of emigration restrictions from the larger question of responsibilities for remedying global inequalities. I argue that this approach is misguided because it is blind to decisive (...) factors at play in the problem of medical brain drain and consequently distorts the different responsibilities this problem generates. Brock’s strategy, if successful, would effectively lead to punishing emigrating workers from poor states for the free-riding and exploitation that is committed by affluent states – which is a counter-intuitive result. (shrink)

CONFERENCE PAPER: In the early 20th century, John Dewey helped revolutionize the way education was thought of in the United States. Nearly fifty years after his death, however, much of his vision is still yet to be realized. Perhaps one explanation for this would be that educators have not yet embraced the most important feature of Dewey’s thinking on education, viz. that education as a cumulative process is a interwoven with the continuous developments in social and ethical (...) life, indeed culture itself. As he put it, “Education is a social process; education is growth; education is not preparation for life but is life itself.” When such a view is taken seriously, education becomes coextensive to the values and traditions that we call culture. This is the way that the ancients in Greece through the concept of paideia (perfectly reflected in the gnomic expression, “As I grow old I continue being educated.”) and in China (through the idea of xué) viewed education. This essay will explore how Dewey’s ideas reflected these earlier philosophies of education and the ways in which thinking about education as growth, a là Dewey, can supplement them. (shrink)

This paper consists of a conversation between a philosopher specialising in ethics and religion and an educational researcher with an interest in cultural studies and contemporary social theory. Dialogic in form, this paper employs an interdisciplinary response to an interdisciplinary project and offers the following components: a dialogic theorizing of the implications for education of a research project on spiritual capital; a continuation of the project of analyzing moral thinking in various cultural and societal settings; a continuation of the (...) project of analyzing political rhetoric (towards an understanding of the polemics of political rhetoric); a reaffirmation of the value of recognizing difference and ambiguity in the global moment. (shrink)

Digitalization processes are global and performed in all spheres of economic activities. The development of the digital economy correlates with the dynamics of educational, scientific and technical, and innovative activities in the country. Higher education particularly affects the development of the digital economy because it is a system training highly qualified personnel, conducting quality research, and generating innovations. The purpose of the article is the identification of promising vectors of higher education system development under the conditions of (...) digitalization of national economy. Section 1 of the article presents the authors’ methodological approach to assessment the impact of educational, research, and innovation components on digital economy development. The implementation of the authors’ approach covers the phased use of methods of statistical, index, cluster and system analysis. The influence of higher education on the structural components of the digital economy (educational, research, innovative ones) is grounded. The result of the study was the identification of main trends in the development of higher education under the conditions of digital economy. The problems of the development of higher education are systematized in the groups: contextual, legal, organizational and economic, financial, logistical problems, and problems of internationalization. Based on the results of the analysis, the authors conclude the necessity of development of a conceptual base for increasing the digital adaptability of the higher education system to new socio-economic conditions. Section 2 of the article describes the concept of the digital adaptability strategy of the higher education system. The concept was developed on the base of structural and functional, systemic and synergetic, and institutional approaches. The proposed concept is based on the idea of deepening the long-term partnership of universities with stakeholders within the Quadruple Helix model. In the conclusion section, the authors highlight the key priorities of the digital adaptability strategy of the higher education system. (shrink)

One of the primary goals of Higher Education Institutions (HEIs) is to ensure that all students develop the skills necessary to respond to rapidly changing labor market requirements and conditions. Universities must consider how they train their students to be employable graduates. This study determined how Bachelor of Science in Medical Technology/Medical Laboratory Science (BSMT/BSMLS) and BS Physical Therapy (BSPT) programs prepared the graduates for employment in the Philippines. The study employed a descriptive-correlational research design to establish a relationship (...) between the graduates’ level of satisfaction with their education and the level of adequacy of the BSMLS and BSPT programs. An alumni survey was distributed to all Academic Year 2014-2018 program graduates via e-mail and Messenger. The survey revealed that the preparation for the board examination is the most common influencing factor in the transition from graduation to employment. The vast majority of graduates were employed locally and in positions that were relevant to their programs. The survey also revealed that the University adequately prepared graduates for jobs related to their degrees, and that graduates are satisfied with their education due to high-quality instruction and well-established student internship programs. Pearson correlation revealed that there is a moderate and positive relationship between the level of adequacy of the programs and the level of satisfaction. The study concludes that that graduates’ high employability both locally and globally is a result of the adequate academic preparation they received at the University. (shrink)

Can investing in women’s agriculture increase productivity? This paper argues that it can. We assess climate and gender bias impacts on women’s production in the global South and North and challenge the male model of agricultural development to argue further that women’s farming approaches can be more sustainable. Level-based analysis (global, regional, local) draws on a literature review, including the authors’ published longitudinal field research in Ghana and the United States. Women farmers are shown to be undervalued and (...) to work harder, with fewer resources, for less compensation; gender bias challenges are shared globally while economic disparities differentiate; breaches of distributive, gender, and intergenerational justices as well as compromise of food sovereignty affect women everywhere. We conclude that investing in women’s agriculture needs more than standard approaches of capital and technology investment. Effective ‘investment’ would include systemic interventions into agricultural policy, governance, education, and industry; be directed at men as well as women; and use gender metrics, for example, quotas, budgets, vulnerability and impacts assessments, to generate assessment reports and track gender parity in agriculture. Increasing women’s access, capacity, and productivity cannot succeed without men’s awareness and proactivity. Systemic change can increase productivity and sustainability. (shrink)

This study thoroughly investigates the financial behaviors of financially independent, young, single professionals aged 24 to 35 in Balayan, Batangas, amidst a period of global inflation. Focusing on five industries—education, finance, government, healthcare, and retail—the research employs a mixed-methods approach. Quantitative analysis, involving 75 respondents through a 4-point Likert scale survey, is complemented by qualitative insights from in-depth interviews with 5 participants from each industry. The findings from numerical values revealed that demographics did not impact working professionals' saving (...) habits and buying behaviors during the global inflation surge. This suggests that despite differences in age, gender, industry, employment status, and monthly income or salary, all professionals prioritized robust, strong savings and reduced spending to ensure financial stability. The research underscores the significance for professionals in various industries to prioritize specific aspects of personal financial management during the prevailing global inflation surge. The study suggests that, irrespective of industry, working professionals should prioritize specific aspects of personal financial management during the global inflation surge. (shrink)

Raising children and youth’s awareness of global issues is one of the initial steps for their participation.

Globally, above 1.4 billion adults did not reach the recommended level of physical education in their daily life, thus triple intendent reforms are proposed by the Ministry of Physical Education for the development of sporting leadership in schools, colleges, and universities, which are essentially important for the development of physical and mental health of the students. This article analyzes the situation of lacking sustainable sporting leadership among other factors related to Physical Education (PE) resources in the southern (...) areas of Ningxia. (shrink)

Scientific literacy is built on critical thinking. The postbaccalaureate workforce enhances our economies and societies by contributing a wealth of knowledge and skill sets to local communities, respective industries, and beyond as our world becomes increasingly interconnected. Education in scientific literacy should teach students how to learn about science and how to cultivate and communicate a positive attitude about science. Learners in a 200-level nonmajors biotechnology course engaged with a series of ethical dilemmas after mastering the basic elements of (...) argument structure and advanced tools in argument evaluation. To introduce collaboration as a constructive process in undergraduate education, student interactions with peers require guidance, flexibility, and compassion to learn from each other. Students gain critical thinking mastery from two modules addressing how we argue and evaluate claims. Students apply these critical thinking skills to various ethical arguments involving responsible conduct of research training. Using our structured and interdisciplinary approach, new scholars learn through practice how to read, analyze, and evaluate research scenarios and respond to potential ethical situations. This strategy allows students to develop important scholarly skills, including a systematic approach to evaluating credibility and applying generosity to theirs and others' understanding of their circumstances. (shrink)

Well-Being in African Philosophy: Insights for a Global Ethics of Development, edited by Bolaji Bateye, Mahmoud Masaeli, Louise Müller, and Angela Roothaan, explores the notion of well-being in African and intercultural philosophy and its insights into global ethics of development. Drawing from longstanding debates on communitarianism in the context of personhood in African philosophy, as well as those in intercultural philosophy, the diverse contributors present manifold ways to philosophize about well-being from African contexts. Hailing from sub-Saharan Africa, Europe, (...) and the Middle East, they address questions of human well-being related to the major global challenges of our time, such as climate change and socio-economic, gender, and racial inequality in society, education, and organization. This collection, building on the work of African independence philosophers as well as oral traditions from a critical development studies perspective, offers fresh views on well-being, development, and morality, thus contributing to global ethics from an African vantage point. (shrink)

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating (...) the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs. (shrink)

Endorsing Bill Readings’ argument that there is an intimate relationship between the dissolution of the nation-State, the undermining of the Humboldtian ideal of the university and economic globalization, this paper defends both the nation-State and the Humboldtian university as core institutions of democracy. However, such an argument only has force, it is suggested, if we can revive an appreciation of the real meaning of democracy. Endorsing Cornelius Castoriadis’ argument that democracy has been betrayed in the modern world but disagreeing with (...) his analysis of modernity, it is argued that the tradition of modern democratic thought can only be properly comprehended in relation to the ‘radical enlightenment’ originating in the Renaissance, efforts to subvert this by the ‘moderate enlightenment’, and the revival and reformulation of the radical enlightenment in Germany at the end of the eighteenth century. It is shown that subsequent political thought only becomes fully intelligible in relation to the on-going struggle between the radical and the moderate enlightenments, and that it is necessary to appreciate that the moderate enlightenment, manifesting itself in neo-liberal thought, is profoundly anti-democratic. While the radical enlightenment was developed in the nineteenth century by philosophical idealists, it is suggested that the achievements of the idealists can be successfully defended now only on naturalistic foundations through process metaphysics. Process metaphysics, it is shown, provides the basis for reviving the Humboldtian model of the university, the democratic nation-State, and a vision of the future as ‘communities of communities’ to counter the dissolution of all communities into the global market promoted by neo-liberals. (shrink)