1 / 25

Towards a Global Learning Society for Higher Humanity

Towards a Global Learning Society for Higher Humanity. Professor Tapio Varis UNESCO Chair in Global e-Learning University of Tampere, Finland World Universities Forum,16 January, 2011, The Hong Kong Institute of Education.

avye-burt
Download Presentation

Towards a Global Learning Society for Higher Humanity

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Towards a GlobalLearning Society for HigherHumanity Professor Tapio Varis UNESCO Chair in Globale-Learning University of Tampere, Finland World Universities Forum,16 January, 2011, The Hong Kong Institute of Education Varis / Hong Kong 2011

  2. Muhammad Abdus Salam (1926 – 1996) wrote on science, technology and science education in the development of the south. He said that science and technology are cyclical. They are a shared heritage of all mankind. East and West, South and North have all equally participated in their creation in the past as, we hope, they will in the future – the joint endeavour in sciences becoming one of the unifying forces among the diverse peoples on this globe Varis Sevilla 2010 Varis Sevilla 2010 4 4

  3. A SHARED HERITAGE OF MANKIND (Abdus Salam, 1926 - 1996) The Greek Commonwealth Chinese, Indian, Arabic, Persian, Turkish, Afghan period Western science & technology (after 1100) Central Africa, Maya, Aztecs etc Science and technology are cyclical Varis Sevilla 2010 5

  4. Nokian avoimen innovaatiotoiminnan verkosto Laaja, avoin ja aktiivinen yhteistyö valittujen kärkialoillaan maailmanlaajuisesti johtavien yliopistojen kanssa. Varis / Hong Kong 2011

  5. New Renaissance Education(www.globaluniversitysystem.info) • The study of complexity has brought science closer than ever to art • Knowledge has gone through a cycle from non-specialism to specialism, and now back to interdisciplinarity, even transdisciplinarity • Art deals with the sensual world (media as the extension of senses) and the holistic concept of human being Varis / Hong Kong 2011

  6. New Renaissance Education? From the certainty of Galilei and Newton towards chaos theory, probability and relativity Contextuality and complexity, change and uncertainty, fragmentary and holistic approach The role of poetry, art, theatre and religion New industries each needed new concepts and knowledge to be understood Varis 2004 8

  7. From International to Global? Varis / Hong Kong 2011

  8. www.globaluniversitysystem.info Varis / Hong Kong 2011

  9. UNESCO WCHE 2009 • Social responsibility of higher education: “Higher education institutions, through their core functions (research, teaching and service to the community) carried out in the context of institutional autonomy and academic freedom, should increase their interdisciplinary focus and promote critical thinking and active citizenship” Varis / Hong Kong 2011

  10. UNESCO WCHE 2009 • International cooperation in higher education should be based on solidarity and mutual respect and the promotion of humanistic values and intercultural dialogue. Varis / Hong Kong 2011

  11. Contribution to a world civic culture The objective is to create a peaceful, inter-dependent world which would be a good place for people to live. No one society can impose a universal order acceptable to all other societies. The creation of species identity that will encompass cultural diversity is a major challenge (Elise Boulding 1988 – teacher education) Varis / Hong Kong 2011

  12. Varis / Hong Kong 2011

  13. From Industrial to Knowledge Societies • UNESCO (2005): there is a general agreement on the expression ”knowledge societies” but not of the content of it Varis / Hong Kong 2011

  14. Knowledge for What? • Are we endorsing the hegemony of the techno-scientific model in defining legitimate and productive knowledge? • Should the term “Digital Age” be replaced by multicultural world? • The spirit of knowledge sharing and caring • New humanism Varis / Hong Kong 2011

  15. Media literacy and New Humanism UNESCO Institutefor Information Technologies in Education J. M. Pérez Tornero/ Tapio Varis 2011 Varis / Hong Kong 2011

  16. Trends in Technology and Education • Global trends and multicultural world: universal vs unique • Working-life realities: multicultural competence building, open innovations, open learning, financial restraints • Digital technology convergence: the need for media literacy • Learning at workplace, by coaching, and in institutions (formula 70%-20%-10%) Varis / Hong Kong 2011

  17. NEW HUMANISM Human being over technology Critical to technology Autonomy over global communication Diversity Universal rights and responsibilities OLD HUMANISM Human being over theology Critical to classic texts Discovery of self New world Cosmopolitanism New humanistic awareness Varis / Hong Kong 2011

  18. Communication and Media Literacy • The most important skills of the future would be communication skills in a multicultural world • E-learning in a narrow sense seems to have passed its peak and is on the decline. We are now moving towards a more societal or communitarian activity with social web, blogs, and wiki • Media literacy becomes a right to people Varis / Hong Kong 2011

  19. Understanding Media Literacy Intercultural dialogue Teaching ethics and values Democracy Right of information Freedom of expression Family education Interaction with the media Regulatory authorities Formal education Informal education Participation in the public sphere Professionals Values Media education Participation and active citizenship Media Literacy Solving problems Reading and writing literacy Audiovisual literacy. Personal autonomy Digital literacy Critical thinking Critical and creative abilities and skills Creative and production skills Access Analysis Semiotic and cultural skills Technical skills Informed selection Evaluation Varis Unesco/IITE 2010 Varis / Hong Kong 2011 21 Communicative skills

  20. The Evolution of Digital Literacy • Phase 1: Access and connectivity • Phase 2: Basic internet use and more sophisticated and sustainable digital competences • Phase 3: Critical thinking, trust, confidence and multiplatform use - community building (social web) - multicultural competence Varis / Hong Kong 2011

  21. Global Education as a concept • means activity that guides towards the ethic of a world citizen, which in turn is founded on fairness and respect for human rights • supports growth into a critical and media-critical citizen with the knowledge and skills to succesfully act as a member of one's own community in a globalising world Varis / Hong Kong 2011

More Related