The theme of Collective Capacity Building (CCB) is a comprehensive one, resonating with the complexity of the knowledge society. Such complexity requires contributions of a wide range of scientists, for a multidimensional understanding. Thus, philosophers, economists, educationalists, sociologists, political scientists, psychologists, scientists from Romania, Germany, Spain, Serbia, Greece, Cyprus, Latvia and Sweden have come together in
Collective Capacity Building: Shaping Education and Communication in Knowledge Society. Their choice to discuss current societal challenges in different fields, in a transdisciplinary and interdisciplinary manner, illustrates how communication, education, interaction, identity, science, professionalization and others are (re)shaped nowadays.
As it is increasingly evident that the challenges of a knowledge-based society are more resilient to traditional approaches and the new focus is on how to regulate new skills and capacities, the contributions propose a more stimulating reflection and dialogue on how CCB can foster progress in some of the most intricate educational, social, cultural, geopolitical and economic issues today. In light of this, the contributors have addressed the following questions: How can we define collaboration in communication and educational theory and practice? What are the tools and the rules adopted by CCB in various practical contexts? How can researchers develop their theoretical perspective on CCB after their thorough investigation of current and complex educational issues and societal challenges?
Yeats, the celebrated Irish poet said in his introduction to the book Gitanjali or Song Offering(1912) “......these prose translations from Rabindranath Tagore have stirred my blood as nothing has for years.” The book received Nobel Prize in 1913. Ezra Pound said of the same work, “We have found our new Greece, suddenly......I am not saying this hastily, nor in an emotional flurry, nor from a love of brandishing statement.” This Bengali poet of India was founder of a University called Visva-Bharati, an institution founded on an Indian philosophy of education.
Albert Einstein said of Gandhi, “generations to come, it may be, will scarce believe that such a one as this ever in flesh and blood walked upon this earth”. For Gandhi, too, the path of India’s deliverence was through education.
Their thoughts have been brought into a living interaction with the thoughts of Grundtvig, the innovator of Scandinavian Folk High School and Paulo Freire, the Rousseau of the twentieth century.
This book provides a strong North-South, trans-contextual, anti-colonial dimension to adult education......should be of interest to those engaged in post-colonial studies and comparative education.