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Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.
In einem Moment der Mediengeschichte, in dem der Film nicht mehr nur im Kino, sondern in allen Medien auftritt, nimmt der vorliegende Band das Werk des kürzlich verstorbenen französischen Regisseurs Jean-Luc Godard zum Ausgangspunkt für eine vielstimmige Reflexion über die Geschichten und die Zukünfte des Kinos. Wohl mehr als jeder andere Regisseur hat Godard sich bemüht, die Geschichte des Kinos im Medium selbst zu schreiben, etwa in seinem monumentalen Filmessay Histoire(s) du cinéma. Und mehr als jeder andere Regisseur hat Godard immer wieder die Frage gestellt, was nach dem Kino kommt: Wie es mit der Geschichte der Kunst nach dieser »Erfindung ohne Zukunft«, wie Louis Lumière es einmal formulierte, weitergeht. Zugleich schreibt Godard dem Kino im 20. und 21. Jahrhundert eine besondere Rolle der historischen Zeugenschaft zu, was seinem Werk eine Relevanz weit über den Horizont einer Geschichte der Kunstform Film hinaus verleiht.
Mit Beiträgen von Vinzenz Hediger, Philip Ursprung, Lorenz Engell, Rembert Hüser, Adrian Martin, Jacques Aumont, Michael Witt, Regine Prange, Martin Seel, Volker Pantenburg, Raymond Bellour, Nicole Brenez, Daniel Fairfax.
Mit Beiträgen von Vinzenz Hediger, Philip Ursprung, Lorenz Engell, Rembert Hüser, Adrian Martin, Jacques Aumont, Michael Witt, Regine Prange, Martin Seel, Volker Pantenburg, Raymond Bellour, Nicole Brenez, Daniel Fairfax.
Film denken nach der Geschichte des Kinos
Series:
Film Denken
In einem Moment der Mediengeschichte, in dem der Film nicht mehr nur im Kino, sondern in allen Medien auftritt, nimmt der vorliegende Band das Werk des kürzlich verstorbenen französischen Regisseurs Jean-Luc Godard zum Ausgangspunkt für eine vielstimmige Reflexion über die Geschichten und die Zukünfte des Kinos. Wohl mehr als jeder andere Regisseur hat Godard sich bemüht, die Geschichte des Kinos im Medium selbst zu schreiben, etwa in seinem monumentalen Filmessay Histoire(s) du cinéma. Und mehr als jeder andere Regisseur hat Godard immer wieder die Frage gestellt, was nach dem Kino kommt: Wie es mit der Geschichte der Kunst nach dieser »Erfindung ohne Zukunft«, wie Louis Lumière es einmal formulierte, weitergeht. Zugleich schreibt Godard dem Kino im 20. und 21. Jahrhundert eine besondere Rolle der historischen Zeugenschaft zu, was seinem Werk eine Relevanz weit über den Horizont einer Geschichte der Kunstform Film hinaus verleiht.
Mit Beiträgen von Vinzenz Hediger, Philip Ursprung, Lorenz Engell, Rembert Hüser, Adrian Martin, Jacques Aumont, Michael Witt, Regine Prange, Martin Seel, Volker Pantenburg, Raymond Bellour, Nicole Brenez, Daniel Fairfax.
Mit Beiträgen von Vinzenz Hediger, Philip Ursprung, Lorenz Engell, Rembert Hüser, Adrian Martin, Jacques Aumont, Michael Witt, Regine Prange, Martin Seel, Volker Pantenburg, Raymond Bellour, Nicole Brenez, Daniel Fairfax.
Design in der digitalen Ära
Editor:
Der vorliegende Sammelband enthält Beiträge verschiedener wissenschaftlicher Disziplinen, die aus Anlass der Tagung „Design and Digitization“ an der Hochschule Düsseldorf entstanden sind. Aus kritischer und interdisziplinärer Perspektive reflektieren und diskutieren sie die Transformation, die zentrale Rolle und die Verantwortung des Designs in der digitalen Ära. Der Sammelband enthält einen Text des Medienphilosophen Frank Hartmann, den er kurz vor seinem plötzlichen Tod einreichte. Hartmann hat sich als einer der ersten Philosophen mit dem Thema Design und Digitalität auseinandergesetzt und seine Erkenntnis auf eine prägnante Formel gebracht: "Form follows data". Der vorliegende Band trägt diesen Titel, um sein Werk zu würdigen. Darüber hinaus enthält der Band Beiträge von Dieter Mersch, Maurizio Ferraris, Daniel Feige, Reinhold Görling, Siegfried Zielinski u.v.m.
Design in der digitalen Ära
Editor:
Der vorliegende Sammelband enthält Beiträge verschiedener wissenschaftlicher Disziplinen, die aus Anlass der Tagung „Design and Digitization“ an der Hochschule Düsseldorf entstanden sind. Aus kritischer und interdisziplinärer Perspektive reflektieren und diskutieren sie die Transformation, die zentrale Rolle und die Verantwortung des Designs in der digitalen Ära. Der Sammelband enthält einen Text des Medienphilosophen Frank Hartmann, den er kurz vor seinem plötzlichen Tod einreichte. Hartmann hat sich als einer der ersten Philosophen mit dem Thema Design und Digitalität auseinandergesetzt und seine Erkenntnis auf eine prägnante Formel gebracht: "Form follows data". Der vorliegende Band trägt diesen Titel, um sein Werk zu würdigen. Darüber hinaus enthält der Band Beiträge von Dieter Mersch, Maurizio Ferraris, Daniel Feige, Reinhold Görling, Siegfried Zielinski u.v.m.
Sketch maps, despite their intuitive, informal appearance and seemingly naïve use, are intellectual devices and efficient tools that shape the geographical imagination, regardless of the drawing skills of their makers. By delineating the silhouettes of nations, we express territorial knowledge and geopolitical stereotypes that, although shaped at school from an early age, organized the way we interact with the world. why do we still need to draw maps? What is behind our common and naturalized practice of sketching maps? This innovative book deciphers why and how the intuitive mechanisms behind sketch mapping activate multiple conscious and unconscious knowledges about place and space.
Sketch maps, despite their intuitive, informal appearance and seemingly naïve use, are intellectual devices and efficient tools that shape the geographical imagination, regardless of the drawing skills of their makers. By delineating the silhouettes of nations, we express territorial knowledge and geopolitical stereotypes that, although shaped at school from an early age, organized the way we interact with the world. why do we still need to draw maps? What is behind our common and naturalized practice of sketching maps? This innovative book deciphers why and how the intuitive mechanisms behind sketch mapping activate multiple conscious and unconscious knowledges about place and space.
Critical, Competent, and Responsible Agents
How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?
Critical, Competent, and Responsible Agents
How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?
Innovations across Pedagogies, Technologies and Societies
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
Innovations across Pedagogies, Technologies and Societies
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
Exploring Sustainability Risk Management in the EU Banking Industry