Indeed, something is wrong, basically wrong. Here I will illustrate what is basically wrong with an incident in the history of bees (or, more broadly, pollinators). Although important progress has been made in spite of adverse dominant cultural and social structures, the bee story illustrates why survival requires avoiding now inevitable collisions between economics and physical reality.Read more
…nothing is really going to change police brutality, racism, militarism, hypocritical foreign policies, or any of a host of other evils until there Is a more just distribution of wealth, a more ethical use of property, and an economic system powered by a different dynamic. In general, the ́deep structure ́ has to change.Read more
The Humans and the Viruses: The World Economic Forum and the Coronaviruses The humans and the viruses are two formsRead more
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.
The cognitive crisis in Africa is a knowledge crisis, and a crisis of the academy (Odora Hoppers 2014) and of the modern university (Fataar and Subreenduth 2014) [and] requires rethinking on levels of worldview and practice – in terms of the ways in which disciplinary knowledge is organized and developed, and ontologies, epistemologies opened up and rethought to become truly representative of Africa.Read more
While it appears to be easily grasped, phronesis is complex, nuanced and paradoxical, seen as an unorganised set of characteristics in the management scholarship domain. We argue that the neglect of phronesis in modernity flows from the challenging nature of developing it, itself the consequence of its indistinctness. It calls for Einstein’s words “I would give my life for the simplicity on the other side of complexity”.Read more