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Five minutes with Mark Blyth: “Turn it into things people can understand, let go of the academese, and people will engage”

Five minutes with Mark Blyth: “Turn it into things people can understand, let go of the academese, and people will engage” | More ... or less! | Scoop.it

"Blogs with a more academic slant (crookedtimber.org being the best example) get work out to a wider public much faster and to many more readers. I’ve done on line seminars on books and specific topics in this manner and it’s great for feedback and impact. In short, I think that we are already there. Ten years from now closed-source academic journals will exist to the extent that tenure committees need warranties. Other than that we will largely live in a world of open source and multimedia."

 

[via @LSEImpactBlog]

Manuel J. Matos's insight:

A vision of the future firmly set in the present.

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Musings over teaching, e-Learning and universities' mission
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The Sleepwalkers: How Europe Went to War in 1914. CMClark (2013)

The Sleepwalkers: How Europe Went to War in 1914. CMClark (2013) | More ... or less! | Scoop.it

"In his System of Subjective Public Laws, published in 1892, the Austrian public lawyer Georg Jellinek analysed what he called ‘the normative power of the factual’. By this he meant the tendency among human beings to assign normative authority to actually existing states of affairs. Human beings do this, he argued, because their perceptions of states of affairs are shaped by the forces exerted by those states of affairs. Trapped in this hermeneutic circularity, humans tend to gravitate quickly from the observation of what exists to the presumption that an existing state of affairs is normal and thus must embody a certain ethical necessity. When upheavals or disruptions occur, they quickly adapt to the new circumstances, assigning to them the same normative quality they had perceived in the prior order of things.

Something broadly analogous happens when we contemplate historical events, especially catastrophic ones like the First World War. Once they occur, they impose on us (or seem to do so) a sense of their necessity. This is a process that unfolds at many levels. We see it in the letters, speeches and memoirs of the key protagonists, who are quick to emphasize that there was no alternative to the path taken, that the war was ‘inevitable’ and thus beyond the power of anyone to prevent. These narratives of inevitability take many different forms – they may merely attribute responsibility to other states or actors, they may ascribe to the system itself a propensity to generate war, independently of the will of individual actors, or they may appeal to the impersonal forces of History or Fate."

 

[op. cit., pp. 361-362]

Manuel J. Matos's insight:

A very sad story, but one that everyone must know about. Peoples played around by some persons in high places make poor decisions.

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Paula Silva's comment, March 4, 2:57 PM
Will you check this scoop? Thank you so much. http://sco.lt/5okJ17 It's for my research project.
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The Future of Digital Scholarship

"This paper advocates that connectivity is the technological foundation of digital scholarship and argues that the characteristics of modern science, i.e. data-centric, multidisciplinary, open, network-centric and heavily dependent on internet technologies entail the creation of a linked, semantically enhanced scholarly record composed of interconnected discipline-specific literature and scientific, social, and humanities data spaces. The changing scenario of the scholarly record is illustrated by describing the principal transformations now being enabled by advanced linking and semantic technologies. The main functionality of a cyberscholarship infrastructure is described, i.e. the ability to effectively and efficiently support a linking environment."

Manuel J. Matos's insight:

A probable glimpse of the future, I hope ...

[via @antonesp]

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The Year the World Really Changed | Niall Ferguson | Journalism

"That set me thinking. Could it be that my friends and I didn't in fact miss an event of world-historical importance? Was the fall of the Berlin Wall not really History with a capital H, but just news with a lower-case n-a wonderful story for journalists but, 20 years on, actually not that big a deal? Could it be that what happened 10 years earlier, in the annus mirabilis 1979, was the real historical turning point?"

Manuel J. Matos's insight:

What is an historic turning point? Does it mean really something or it is just a convenient label?

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American Schools Are Training Kids for a World That Doesn't Exist | WIRED

American Schools Are Training Kids for a World That Doesn't Exist | WIRED | More ... or less! | Scoop.it
Being dumb in the existing educational system is bad enough. Failing to create a new way of learning adapted to contemporary circumstances might be a national disaster.
Manuel J. Matos's insight:

Are culture labs one answer? Something to watch for ...

 

[via @jseelybrown]

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What Amazon's ebook strategy means - Charlie's Diary

What Amazon's ebook strategy means - Charlie's Diary | More ... or less! | Scoop.it

I submit that, as with all other large corporations, you cannot judge Amazon by the public statements of its executives; they are at best uttered with an eye for strategic propaganda effects, and at worst they're deeply self-serving and deceptive. Rather, you need to examine their underlying ideology and then the steps they take—and the actions they consider legitimate—in order to achieve their goals.

[via @cshirky]

Manuel J. Matos's insight:

I wonder: if Amazon "wins" this war, who will publish books? Amazon itself? What will that sort of thing mean for customers?

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El valor del saber

El valor del saber | More ... or less! | Scoop.it

"El valor del saber que la Universidad está obligada a representar no es el del almacenamiento, la competencia o la utilidad inmediata. Cuando sostenemos que la Universidad es un espacio en el que hay docencia e investigación no estamos aludiendo a dos actividades que deban realizarse al mismo tiempo sino a la naturaleza del saber que se cultiva en la Universidad; que uno enseña lo que investiga e investiga lo que enseña quiere decir que nos interesa aquella dimensión del saber que lo tiene como algo provisional, revisable, discutible, sujeto a crítica; de alguna manera nos dedicamos a enseñar lo que no sabemos. Para el saber asegurado están otras academias de noble oficio."

 

[via @jordi_a]

Manuel J. Matos's insight:

I don't agree fully with this perspective from the author, as it's too sided in the knowledge debate, but it's worth the reading.

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Southern stories

Southern stories | More ... or less! | Scoop.it
I have always been interested in the American Civil War. It was a conflict which, in many ways, introduced the industrial warfare that became so deadly in the 20th century. It was for example the f...
Manuel J. Matos's insight:

History must be a guide for present and future conflicts. We are remembering World War I in a world full of small wars, some going on for so long that no one seems to remember anymore the why. Maybe it is time to learn something from past ones.

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Rescooped by Manuel J. Matos from Voices in the Feminine - Digital Delights
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20 small changes to modernise the workplace learning experience

Here the key slides from my recent interactive presentation at the Learning Technologies Summer Forum 2014

Via Ana Cristina Pratas
Manuel J. Matos's insight:

Sensible advice, and sensible clues for further develpoment ...

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Manuel Castells - A obsolescência da educação - YouTube

Manuel Castells, sociólogo espanhol, analisa o sistema de ensino contemporâneo na era da rede. De acordo com Castells, além de informar, a escola sempre inte...

Via Miguel Zapata-Ros
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Maria Jose Vitorino's curator insight, May 26, 3:31 PM

Objectos Submissos

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Why have we lost control and how can we regain it?

"This is notably true of leaders who are driven very much by a combination of individualist impulse and hierarchy. That model of leadership is no longer sufficient. Nor is the wider resort to charisma (emotion) and concentrated power (hierarchy) that underpins such leadership. We need to get creative if we are to face enormous collective challenges in the midst of dizzying change. Charisma and concentrated power currently overwhelm more creative, nimble forces."

 

[via @anthonypainter]

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The German Genius: Europe's Third Renaissance, the Second Scientific Revolution, and the Twentieth Century. PWatson (2011)

The German Genius: Europe's Third Renaissance, the Second Scientific Revolution, and the Twentieth Century. PWatson (2011) | More ... or less! | Scoop.it

"We have today, therefore, a very different and more pervasive form of “false consciousness” from that which Marx introduced: we are living in a thoroughly distorted version of reality or, as Habermas puts it, “systematically distorted communication.” In fact, this is now the accepted state of affairs, in which we all know, at some level, that facts and values “cannot be accepted uncritically as ‘givens,’” nothing we are told can be accepted at face value: late capitalism thrives on marketing and public relations, so that we are surrounded in the mass media by acts of communication that say one thing and mean another—not completely another, but with an agenda of their own, unspoken but present."

 

[op. cit., p. 777]

Manuel J. Matos's insight:

An interesting time to live in, with huge access to information, and with the biggest doubts about its value. "Bildung" is something we have to do every day, not the german version, our own.

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Iron Kingdom: The Rise and Downfall of Prussia, 1600-1947. CClark (2008)

Iron Kingdom: The Rise and Downfall of Prussia, 1600-1947. CClark (2008) | More ... or less! | Scoop.it

"The strength of provincial attachments and the corresponding feebleness of Prussia as a locus of collective identity has remained one of the most striking features of the state’s afterlife since 1947. It is remarkable, for example, how inconspicuous Prussia has been in the official rhetoric of the organizations formed in West Germany after the Second World War to represent the interests of the 10 million expellees who were forced to leave the East-Elbian provinces at the end of the Second World War. The refugees defined themselves, by and large, not as Prussians, but as East Prussians, Upper or Lower Silesians, Pomeranians; there were also organizations representing the Masurians from the Polish-speaking southern districts of East Prussia, the Salzburgers of Prussian Lithuania (descendants of the communities of Protestant refugees from Salzburg who were resettled to the Prussian east in the early 1730s) and various other sub-regional groups. But there has been little evidence of a shared ‘Prussian’ identity and surprisingly little collaboration and exchange between the different groups. In this sense the expellee movement has tended to reflect the composite, highly regionalized character of the old Prussian state."

 

[op. cit., pp. 685-686]
Manuel J. Matos's insight:

How did Prussia, a non existent country, became the black sheep of Europe? An abstract entity that took the blame for errors made by others? Something to read about, as it is an important piece of knowledge in current European affairs.

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Can Universities Solve the Problem of Knowledge in Society withou Succumbing to the Knowledge Society? (2)

STEVE FULLER, Policy Futures in Education, Volume 1, Number 1, 2003 (http://www.wwwords.co.uk/pfie/content/pdfs/1/issue1_1.asp)

 

"The corporate origin of universities is of more than historical interest. The oldest and most successful US universities were founded by British religious dissidents for whom the corporate form of the church was very vivid. From the seventeenth century onward, American graduates were cultivated as ‘alumni’ who regarded their time in university as a life-defining process that they would wish to share with every worthy candidate. The resulting alumni endowments, based on the Protestant ‘tithing’ of income, have provided a fund for allowing successive generations to enjoy the same opportunity for enrichment. In return, the alumni receive glossy magazines, winning sports teams (which the alumni worship every weekend), free courses, and nominal – and occasionally not so nominal – involvement in university policy. Two- thirds of Ivy League students have their education subsidised in this fashion. Moreover, the leading public American universities display similar, and sometimes even stronger, tendencies in the same direction. Thus, UCLA, the University of Michigan, and the University of Virginia are ‘public universities’ that are 70% privately funded, relatively little of which comes from full payment of student fees.

In contrast, the two main strategies for ‘privatising’ the universities in former welfare state regimes – market-driven tuition fees and income-based graduate taxes – operate with a long-term strategy for institutional survival that is nothing more than a series of short-term strategies. At most, these compulsory payment schemes would enable universities to replace the capital they invest in their students, but they would also provide little incentive for graduates to contribute more than had been invested in them. If anything, such fees and taxes could become a source of resentment, non-compliance, and even overall fiscal failure, since in a world where knowledge is pursued as a positional good, it becomes harder to justify high quality university education on a short-term value-for-money basis."

 

[op. cit., p.122]

Manuel J. Matos's insight:

An interesting analysis that makes you think about mission and the means available for that purpose.

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Rescooped by Manuel J. Matos from Recursos didácticos y materiales para la formación del profesorado. Servicio de Innovación y Formación del Profesorado
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Libro electrónico Technology Tools for Teachers. pdf.


Via Educación INTEF, Sifop-CARM
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May be useful.

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World Library of Science

World Library of Science | More ... or less! | Scoop.it
World Library Of Science is an open online teaching/learning portal combining high quality educational articles authored by editors at NPG with technology-based community features to fuel a global exchange of scientific insights, teaching...
Manuel J. Matos's insight:

May be useful ...

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Informe de la Unión Europea sobre "Nuevos modos de aprendizaje y enseñanza en las universidades" [actualizado]

“El grupo de alto nivel de la Unión Europea sobre modernización de la educación superior ha publicado un informe sobre "nuevos modos de aprendizaje y enseñanza en las universidades". El mensaje es claro.”


Via L. García Aretio
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Democracy 2.0, The Power of Integrated Human Networks

Democracy 2.0, The Power of Integrated Human Networks | More ... or less! | Scoop.it
The concept of integration can work for your own mind, your family and society at large. We need to invest energy to unleash the power of integrated human networks....
Manuel J. Matos's insight:

Something to watch for ...

 

[via @Thierry_Dufay]

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Does the World Need the Idea of “Bad” Germans?

Does the World Need the Idea of “Bad” Germans? | More ... or less! | Scoop.it
Since World War Two, guilt and shame have defined Germany's international role. Why does the world still cling to the idea of "bad" Germans?

 

[via @TiagoDF]

Manuel J. Matos's insight:

This is a must read article ...

 

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The greater market integration of the European Higher Education Area may have unequal benefits across countries and disciplines.

The greater market integration of the European Higher Education Area may have unequal benefits across countries and disciplines. | More ... or less! | Scoop.it
Since the late 1990s, European higher education has moved towards greater integration, increasing student mobility and more comparable national systems. The past two decades have also seen a gradua...

Via Ana Cristina Pratas
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To watch ...

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Quo vadis, Europe? | openDemocracy

Quo vadis, Europe? | openDemocracy | More ... or less! | Scoop.it

"Europe, just like the rest of the planet, is nowadays a dumping ground for the globally generated problems and challenges. But unlike that rest of the planet and almost uniquely, the European Union is also a laboratory in which the ways to confront those challenges and tackle those problems are daily designed, debated and tested in practice. I would go as far as to suggest that this is one (perhaps even the sole) factor that makes Europe, its dowry and contribution to world affairs, exclusively significant for the future of a planet faced with the prospect of a second seminal transformation in the modern history of human cohabitation - of the crushingly toilsome leap, this time, from the ’imagined totalities’ of nations-states to the ’imagined totality’ of humankind. "

 

[via @jordi_a]

Manuel J. Matos's insight:

Europe sometimes looks like an entity from "Alice in wonderland": you have to keep running just to be in the same spot. But maybe that is its identity marker ...

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Europe's New Status Quo: 'Ukraine Is Fighting Our Battle' - SPIEGEL ONLINE

Europe's New Status Quo: 'Ukraine Is Fighting Our Battle' - SPIEGEL ONLINE | More ... or less! | Scoop.it

"Three things have changed internationally: The EU is being confronted with a fundamental threat for the first time, America once again values the transatlantic partnership, and Ukrainian identity has been strengthened. Anyone who thinks Putin is a strategic genius should take a look at what he's achieved. If he had allowed things to continue as they had, America would gradually have drifted away from Europe, (former) President Viktor Yanukovych would have continued to ruin Ukraine and the Europeans would have kept doing what they were doing."

 

[via @observadorpt]

Manuel J. Matos's insight:

It is easy to worry about local stuff, easy to overlook things that happen in a "planet" far, far away ... And we do it to our own peril!

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Crisis of the Eurocrats - NYTimes.com

Crisis of the Eurocrats - NYTimes.com | More ... or less! | Scoop.it

"And the European elite’s habit of disguising ideology as expertise, of pretending that what it wants to do is what must be done, has created a deficit of legitimacy. The elite’s influence rests on the presumption of superior expertise; when those claims of expertise are proved hollow, it has nothing to fall back on."

 

[via @PCMagalhaes]

Manuel J. Matos's insight:

Harsh words, but sound ones ...

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The social world

The social world | More ... or less! | Scoop.it

"There is a further complexity raised by the action-centered picture sketched above. This has to do with the making of social individuals through concrete and historically actual processes of formation and socialization. Actors are social from infancy forward, and their cognitive, affective, and practical mental frameworks are created and formed through their various social interactions. So their behavior as adults is itself a socially created product of the ideological and practical circumstances within which they developed. Here once again, we cannot “reduce” social change to pre-social or non-social individuals. There is no starting de novo in the social world or in history."

 

[via @jamiejordan23]

Manuel J. Matos's insight:

A space to watch ...

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The German Genius: Europe's Third Renaissance, the Second Scientific Revolution, and the Twentieth Century Peter Watson (2011)

The German Genius: Europe's Third Renaissance, the Second Scientific Revolution, and the Twentieth Century Peter Watson (2011) | More ... or less! | Scoop.it

"A final effect of the reading revolution was on self-consciousness. Print-as-commodity, says Benedict Anderson, generates the “wholly new” idea of simultaneity, as people throughout society realize—via their reading—that others are going through the same experience, having the same thoughts, at the same time. “We are…at the point where communities of the type ‘horizontal-secular, transverse time’ become possible.” In this way public authority was consolidated, helped along by the depersonalized nature of state authority.66These developments were more important than they might seem at first because it was these (vernacular) print languages, says Anderson, that laid the basis for nationalistic consciousness. Anderson’s conclusion is that print-capitalism operated on a variety of languages to create a new form of “imagined community,” setting the stage for the modern nation, in which a “national literature” was an important ingredient.67 In Johann Wolfgang von Goethe’s Götz von Berlichingen mit der eisernen Hand (Götz von Berlichingen with the Iron Hand), a play about liberty, which describes the decline and fall of an Imperial Knight, the author himself said that the theme of the play was “Germanness emerging” (Deutschheit emergiert).* In the nineteenth century, says Thomas Nipperdey, all this would lead to Germany becoming “the land of schools.”"

 

[op. cit., p. 58]

Manuel J. Matos's insight:

There are two things about this passage that I find remarkable. The first is the modernity of such an idea at the time and the huge influence over society that was already patent in it; the other is a mere side note, to make a parallel with the same sort of effect today, via, for lack of a better word, the internet (social media).

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Iron Kingdom: The Rise and Downfall of Prussia, 1600-1947. Christopher Clark (2008)

Iron Kingdom: The Rise and Downfall of Prussia, 1600-1947. Christopher Clark (2008) | More ... or less! | Scoop.it

"By scouring the legal residue of ‘feudalism’ from the noble estates, the October Edict aimed to facilitate the emergence of a more politically cohesive society in Prussia. ‘Subjects’ were to be refashioned into ‘citizens of the state’. Yet the reformers understood that more positive measures would be needed to mobilize the patriotic commitment of the population. ‘All our efforts are in vain,’ Karl von Altenstein wrote to Hardenberg in 1807, ‘if the system of education is against us, if it sends half-hearted officials into state service and brings forth lethargic citizens.’41 Administrative and legal innovations alone were insufficient; they had to be sustained by a broad programme of educational reform aimed at energizing Prussia’s emancipated citizenry for the tasks that lay ahead."

 

[...]

 

"Once installed, however, Humboldt unfolded a profoundly liberal reform programme that transformed education in Prussia. For the first time, the kingdom acquired a single, standardized system of public instruction attuned to the latest trends in progressive European pedagogy. Education as such, Humboldt declared, was henceforth to be decoupled from the idea of technical or vocational training. Its purpose was not to turn cobblers’ boys into cobblers, but to turn ‘children into people’. The reformed schools were not merely to induct pupils into a specific subject matter, but to instil in them the capacity to think and learn for themselves. ‘The pupil is mature,’ he wrote, ‘when he has learned enough from others to be in a position to learn for himself.’43 In order to ensure that this approach percolated through the system, Humboldt established new teachers’ colleges to train candidates for the kingdom’s chaotic primary schools. He imposed a standardized regime of state examinations and inspections and created a special department within the ministry to oversee the design of curricula, textbooks and learning aids."

 

[op. cit., pp. 331-332]

Manuel J. Matos's insight:

And, as an interesting addition, why not read the text over university reform from von Humboldt, available in english in the following address: http://link.springer.com/article/10.1007%2FBF01553214 (probably, it only works from a HE network)

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Can Universities Solve the Problem of Knowledge in Society withou Succumbing to the Knowledge Society?

STEVE FULLER, Policy Futures in Education, Volume 1, Number 1, 2003 (http://www.wwwords.co.uk/pfie/content/pdfs/1/issue1_1.asp)

 

"Once knowledge has begun to be alienated from the knower, such that one needs to acquire something not already possessed, the content of what one needs to acquire is no longer salient in explaining how credentials confer expertise on people. This point is clear to those who seek university degrees mainly to get credit for knowledge they have already come to possess by virtue of job or other life experience. That alone makes ‘knowledge society’ an extremely misleading expression, since knowledge is usually defined in terms of its content, i.e. some more-or-less valid and reliable representation of reality, without which one could not function. But it would seem that the containers of knowledge are really what matter in the knowledge society, e.g. whether what is said comes from the mouth of a Harvard PhD or a high school drop-out. The validity and reliability of one’s knowledge may not substantially rise between the start and finish of an academic degree programme, but the likelihood that one’s knowledge will be recognised as possessing those qualities does. (However, the speech of a Harvard drop-out may carry authority, too, if there is sufficient capital backing and product delivery: witness Bill Gates.)"

 

[op. cit., pp.110-111]

 

(via @kshjensen)

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