The Humans and the Viruses: The World Economic Forum and the Coronaviruses The humans and the viruses are two forms of life with parallel but different adaptive strategies. According to the abbreviated story I am offering you, our pre-hominid ancestors crossed the line separating non-human from human and became homo sapiens when they became the cultural animals. It culminated […]
We are trying. We keep bees. We use reusable shopping bags, not plastic. We plant trees. We create new fertile soil with compost, manure, potting soil and worms fed with table scraps. We heat water with solar energy. We recycle glass and metal. We walk, bicycle, or take public transportation and keep our houses well insulated in the winter.
Millions of others are trying too. To cite one of innumerable examples: People living on welfare benefits, organized by eco-activists, cultivate organic gardens on the rooftops of apartment buildings in large cities
Introducción del editor: a la luz de la discusión actual sobre la recuperación económica pospandémica, invitamos a Howard Richard’s a ofrecer sus ideas, para inspirarnos a pensar de nuevo sobre este componente crucial de un mundo renovado. Tenemos el honor de compartirlos entre Corona Connections.
From PS on Point Apr 27, 2020 MYOUNG-HEE KIM:
Government testing and tracing alone did not halt the spread of the coronavirus in South Korea. The country’s civil-society organizations also played a critical role by monitoring the situation closely, helping to hold the authorities accountable, and reaching vulnerable social groups
submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION
in the subject
PHILOSOPHY OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
(creative commons) by Godelieve Spaas 2016
Supervisor: Prof. Catherine Odora Hoppers, South African Research Chair in Development Education
(Afrikaans) Emancipatory learning and educational research
Educational research plays a critical role in bringing about social change in South Africa. The knowledge contributions made by researchers not only shape what is accepted as the science of teaching, but also forms the basis of the education systems, policies and practices.
The recent calls for decolonisation can be accepted as symptomatic of the crisis of relevance and applicability of among others, knowledge in curricula and school education. This is not a technical crisis of low pass rates and the improvement of academic performance by educational authorities, but a crisis of collapse and reproduction of social inequalities still prevalent in society, reminding educators and researchers that schools are sites of struggle, as they have been considered in the past by community activists such as Neville Alexander.
What economies and living conditions will be like after the coronavirus pandemic is a matter of uncertainty and foreboding. The pandemic may never go away. It may continue to propagate itself indefinitely. It may mutate several more times. If so, human cultures will not only have to evolve, but will have to evolve several times, in order to cope with changing physical realities. Surely, in any case, we human beings will be wiser to organize ourselves collectively to defend ourselves than we would be simply to wait while fate determines our destiny. In the process of species-self-defence, teachers are key.
This short note will be a sketch, or rather an illustration, of a proposal. As Peter Drucker and many others have said, intriguingly and I think to some extent truly, you cannot predict the future, but you can invent it.