Talk:Project description

From Human Education in the 3rd Millennium

Discuss here COMMENTS ON Topics for the Initial Roundtable Conference “Human Education in the 3-rd Millennium”

I. POLICY (Educational reforms: what modern educational policy really means? What educational policy should contain in order to provide what people and their societies need)

1) Market, network and state models of education. Different education governance models, and how they do and do not endure that the public interest is protected - It is important to acknowledge that the lines between public (state or government provided/operated) and private (market provider) education have been blurred by the emergence of hybrid models. – Randall Curren (University of Rochester, USA)

- Is the combination of market and humanistic values possible as a basis to determine the meaning guidelines for the development of modern education? - Alla Tryapitsyna (Herzen State Pedagogical University of Russia)

- The role of understanding education as a common universal good for all educational models - Alla Tryapitsyna (Herzen State Pedagogical University of Russia)

2) How should we understand the relationships between education and work? The limitations of neoliberal models and education policy focused on economic production. Tendencies for education to be incorporated into the interests of global and cognitive capitalism and neoliberalism, so that technical skills and capacities (eg for 'entrepreneurialism') are played up and human qualities and human understandings are neglected.

3) Dangerous trends (How contemporary dangerous trends for humanity are met by education? or - How education may lead to threats and risks to existing dominant life forms, especially the manmade disasters? Matters of ecology as matters for the whole of society and for all of education, for research, for programmes of study in all disciplines and for educational institutions, not least in their use of scarce resources. A caring attitude towards nature and an understanding of nature as a living co-world, Mitwelt as needed contribution into a change of human mentality.


4) To what degree is education a shared and global responsibility?


5) Social world (Which world do we build by today’s education?)


II. DEMOCRACY (Why is public participation in matters of education important? And how can it be ensured?) 6) The role of technocratic cultures and elites as drivers of education governance. - The role of technocratic cultures and elites to the system maintenance and reproduction of key governance roles, spaces and practices and, consequently, the diminishing effects of democracy and citizen participation as drivers of education - Andrew Wilkins (University of East London, UK)

- education governance increasingly monopolized by knowledge brokers and consultants drawn from the technical-managerial middle classes) - Andrew Wilkins (University of East London, UK)

- It is safe to assume that educational systems will not provide what people and their societies need in order to flourish without widespread democratic governance or oversight of education. This is true, whether or not markets play a substantial role in providing education. – Randall Curren (University of Rochester, USA)

7) Identification and acknowledgement of the inherent tension between democracy and neoliberalism.

8) How to bring education matters to a wider, non-technical audience or group of stakeholders so that citizens can participate directly in matters of public interest?

9) Empowering young people and adults to be as critically engaged citizens.

10) Autonomy of the educational system. How realistic is it? To what degree is it essential? - Autonomy is a freedom to ideate and practice in institutional spaces. - Namita Ranganathan, Vikas Baniwal (Department of education, University of Delhi)


11) The specific role of the universities, particularly in their research and in academics becoming 'public intellectuals' - in their powers to reach out into society and help to advance the public sphere and improve the extent of rational decision-making in society.


III. BEING HUMAN (Is there a need to remember or to discover human nature as the basis of human education?) 12) Being human. (What does it mean to be human specifically? How should education correspond these specific human features?)

- (We should discuss) human nature in secular or universal, not religious terms. – Meenakshi Thapan (University of Delhi)

- (We need to discuss) the aesthetic dimention of human nature. - Namita Ranganathan, Vikas Baniwal(Department of education, University of Delhi)

- (We need) to rely on modern research in various fields of science and the humanities that study man in order to put this knowledge into the basis of modern pedagogy – Alla Tryapitsyna (Herzen State Pedagogical University of Russia)


13) Human identities, diversity (How can diversity be protected and preserved in the context of globalized standardized education?)


14) Reconsidering aims of education: the concepts of 'wellbeing', 'happiness', human 'flourishing' in the role of aims and their implications for the modern mentality. What are the alternatives? –

- For ‘happiness’ I have my reservations as it has been taken over and standardized for utilitarian purposes. Both happiness and love are avowed goals of " instrumental education" as well, and their conceptualization is quite problematic.

These two are very much listed on the neoliberal agenda. Kulwinder Kaur (Jamia Millia Islamia, Delhi, India)


15) Inner values (Why and how should inner values, such as empathy, love and caring, cooperation, solidarity, justice, compassion and wisdom be part of the educational curriculum?)

- (We need) to introduce ‘compassion’ in social science language. - Savyasaachi Savyasaachi

- The value of compassion as a universally accepted value. Human education ought to strive towards inculcating this value.

I, however, am not very comfortable with ‘love’. I suggest it be removed as love can be very subjective and individual. - Kulwinder Kaur(Jamia Millia Islamia, Delhi, India)


16) Valuing peace (Does education teach through hidden curriculum, etc. peace or warlike attitudes, negative perception of others, violence and its base, which are injustice, exclusion, etc.? How can education realistically advance peace, global cooperation, and respect for human rights in the face of conflict, exclusion, competing national interests? )

- The base of violence are injustice, exclusion, etc. – Walter Kohan (University of Rio de Janeiro, Brazil)

17) Being human in relations with other living beings (Role, position, and place of other beings in human society as a matter for education)


18) Posthuman perspectives (What does posthuman future introduce into today’s education? In face of the end of humans and environmental crisis. Technocratization as a problem for education. Being human in a digital age. The possibilities, limitations, threats/ challenges of human education in a digital age).

- (We need to discuss) how the youth are educated to live a technological life, to be parts of data networks. – Timo Airaksinen (Helsinki University, Finland)

- Can a human-centered education exist online? – Alla Tryapitsyna (Herzen State Pedagogical University of Russia)


IV. PEDAGOGY '(What might a human-centered education look like?

19) Traditional understandings of education. Different perspectives then and now around how we understand human education in the different traditions: North and South, East and West (pedagogical influence of geo-politics of knowledge and education)

- Pedagogical influence of geo-politics of knowledge and education) for the knowledges of the North to be privileged at the expense of the knowledges of the South. (not only in countries with indigenous populations.) – Ronald Barnett (London Institute of Education, England)

20) Equality not as an aim but as a principle of education.

- Modern vision of accessibility of education (should it be a mass school “for all” and for nobody? Or a differentiated “elite education” for everyone and for all? - Alla Tryapitsyna (Herzen State Pedagogical University of Russia)


21) The role of alterity for education as such (Teaching and studying an understanding and coping with alterity. A comprehensive relationship with the other).

- To teach to respect all and listen to the 'other' - 'Savyasaachi Savyasaachi (Jamia Millia Islamia, Delhi, India)

22) Different kinds of knowledge in education: scientific knowledge, personal knowledge body-knowledge, practical knowledge, aesthetic knowledge; tacit or implicit knowledge.

23) Education and thinking (Is it possible / desirable / needed to teach to think? Learning to think by oneself with others. Philosophical dialogue, childhood, a new philosophy in education.) Education for wisdom (inquiry learning; judgment; understanding; the role of critical thinking; empathic moral inquiry in education).

24) Cultural learning

- Cultural learning is mimetic learning. Mimetic learning is learning through creative imitation; this is an active process, which creates things anew. Cristoph Wulf (Berlin, Germany)

- If education differs in different cultures and traditions, then what should unite Modern education? - Alla Tryapitsyna (Herzen State Pedagogical University of Russia)

25) How humanity can survive under the circumstances, where the humanities are disregarded and departments and programmes in the humanities are being closed? The place of the humanities vis-a-vis science and technology (so-called STEM disciplines).

26) Education as experiential: self-transformation, self-development, self-formation.


27) Agonistic pedagogy and other approaches. The oppressed and education for emancipation (intellectual, i.e. individual; social; political).

28) Education as a development of sense and attitude of personal universal responsibility (maturity)

29) Education, friendship, love.

30) Modern moral education (What are the limits and optimal methods of moral education?)


31) The role (for a human-centered education) of imagination; of sensory, emotional, moral feelings; of inner experience, particularly of empathy; development of reflexive and contemplative experience.

32) New educational forms of life other than formal schooling and other educational institutions, not dominated by chronological order, performativity, efficientization. The aims and means of various forms of education as practiced throughout history and in various contexts, will be discussed and critically evaluated.

33) The problem of time for education (Chronological versus aionic and kairotic time. Teaching and giving time. Teaching in the present. School and free-time)