Human history is replete with examples of countries founded on slavery, which believed that the exploitation of slaves was not immoral. Rather, that slaves were simply inferior to others and deserve their circumstances. Modern slavery – bearing similar but not identical hallmarks of past practices – has taken on new lingo, such as human trafficking, which in fact is the trading of people over boundaries for the purpose of enslavement. Slavery and society have been, and continue to be, walking side by side. Wylie and McRedmond's (eds) work, Human Trafficking in Europe: Character, Causes and Consequences is a modern slavery encyclopedia consisting of 13 chapters and although not formally divided into parts, three distinctive thematic sections are clearly visible. Firstly, the authors provide a general section that introduces human trafficking in Europe, develop adequate definitions and explain some wider characteristics, causes and consequences of the phenomenon. Secondly, the work reveals that modern slavery is ever-present; visible in developed and developing countries alike. The works that comprise this part are based on the authors' own countries and produce vivid depictions of human trafficking, its etiology, and its victims quite literally in their own neighborhoods. Finally, the latter parts of the work are dedicated to international and European policies aimed at the suppression and prevention of human trafficking. In short, this book provides a wide readership, even those unacquainted to the phenomena, sufficient information about its dynamics and central characteristics. It commences with a thematic introduction by Wylie and McRedmond's which adequately sets the tone for the subsequent sections by defining the scope and subject of inquiry and weighing in to the discussion on questions of legality and legitimacy while determining key causes. The introduction is logically followed by Munck's contribution which argues that human trafficking is best understood as a more modern way to use antiquated methods and explains root causes that are relevant to our own times. Drawing parallels between past slavery to more modern forms, both are characterized by relatively low costs for purchasing slaves, high profits for traffickers, a short time relation between the slave and trafficker, a large number of potential slaves and a general irrelevance of ethnic differences. Arocha changes the pace of the book by theorizing on slavery through a distinctly (neo)Marxist vantage; a lens that views slavery as a consequence of pre-capitalist societies and suggests economic development as a solution. This is a particularly important chapter since it readies readers for understanding the exploitation of certain segments of society, points further elaborated in the subsequent chapter by Divitti who explores the most vulnerable, children who historically and more contemporarily have been treated as merchandise. Davitti analyses child trafficking from Afghanistan to the United Kingdom and links such actions to international military interventions, the new restrictive migration politics and with global economic development. The following six subsequent chapters' review human trafficking in different countries, each of which serves as a case study. Some are countries of origin while others are countries of destination. Specifically, these chapters offer detailed information about the characteristics, phenomenology, the implementation of international and European legal instruments, state policies for its prevention and suppression, and for reducing of the demand of human trafficking. Wisniewski, Poole, Deighan, Ward and Wylie, Papendreou and Moritz, and Nanu, explore the situations in Poland, Albania, Russia, Ukraine, Ireland, Greece, Cyprus, Germany and Moldova respectively. Following the more empirical central parts of this work, Jobe presents a post-script of trafficking victims after being saved. Through the experiences of 23 trafficked women with the British official authorities, the Jobe traces the victims' psychology vis-a-vis the denial of help, long asylum processes and restrictive immigration policies (in the UK). The Palermo Protocol connects human trafficking with transnational organized criminality and attempts to widely define the phenomenon. However, the definition remains unaccepted as mainstream. With this in mind, McRedmond further elaborates the roles played by organized criminals in modern slavery and works to refine the understandings of the interaction between clandestine traffickers, victims and international approaches to combating the former. Such theorizing also requires empirical testing, a task accepted by Farka who assesses the human trafficking of Albanian children to Greece, and of Albania's legislation and the international law implemented in its codes. This edited volume is dedicated to comprehending human trafficking and acts as a source of knowledge regarding slavery. Comprehensively written, it commences from a global perspective and then turns to focusing on regional and national levels. The work does not omit discussion of the victims and places their needs and rights at the core of the human rights based approach to trafficking advanced throughout the pages of the text. Only through learning from their lives and forced sacrifices can the international community truly understand the entire, deranged process, help victims, prevent new victims and try 'to put modern slavery out of business' once and for all.
Full Text As this edition of Undercurrents is poised to print, an online CBC article reports the top ten things visitors will not see in Beijing during the Olympic Games. The government is in the midst of a crackdown to manufacture what they believe is a more acceptable China, or perhaps more precisely, a more acceptable China to Western eyes. Number one is rain.1 After "rowdy fans" and "pushing and shoving" is "dog meat." Not only will dog meat not appear on restaurant menus, but regular patrons will also be actively discouraged from ordering any canine-related cuisine during the Games.Of the CBC list, the dog meat entry has prompted the greatest deluge of website feedback. A brief sampling: "Say what you will about culture, I still don't like the idea of dogs for food. At least in North America, our animals are killed somewhat humanely…"; "It is ridiculous for us to judge the Chinese harshly for eating dogs as food when we slaughter thousands of animals every year to fill our bellies in North America"; "People rarely eat dog here. It is actually a Korean thing"; "As for dog. a little gamey but delicious! Don't knock it 'til you've tried it!" and finally, "Ace work fact-checking, CBC - that [accompanying] photo of [the] 'dog meat' [protest] was taken in Korea." There are many important queries to pose about the CBC story, featured picture, and resultant commentary. We might immediately raise questions related to nationalism, colonialism, xenophobia, food politics, racism, technology, spectatorship, and animal welfare, among others. Perhaps the more challenging exercise is to consider how these discourses might intersect in complex and layered ways. Even that is not enough, though, as the discourses we use to analyze phenomena are rife with their own suppositions. For example, how does one become a food animal? In which ways do dominant discourses of nationalism preclude the possibility of animal nations? How does "animal welfare" assume the property status of animals and an orientation toward "humane" care rather than industry abolition? In the Academy and society more broadly, we are learning to ask better questions, to question the discourses themselves, and to call out the unmarked categories as the tenuous and contradictory constructions they are. Chief among these pursuits for Animal Studies scholars are efforts to de-center the human subject (e.g., Baker, 1993), that is, to both reveal the human subject as a historically and culturally-mediated construction, and to simultaneously reposition animals as subjects. For many, such a shift is paired with the desire to realize what Sallie McFague (1997) describes as "subject-subjects relations." In her article, "Becoming (more-than) human, Nicole Bonner addresses this notion as part of her inquiry into the the colonial and gendered roots of the concept of "human," suggesting that a continual interrogation of how we understand that category opens up a more ethical position from which to act. In relation, a great deal is missed (and many negative consequences reaped) when our analyses fail to acknowledge animals beyond their metaphorical uses, or when we treat them simply as blank canvasses to splash own desires and fears against These are not minor topics. As Jody Emel and Jennifer Wolch (1998) contend, "As the frontier between civility and barbarity, culture and nature increasingly drifts, animal bodies flank the moving line. It is upon animal bodies that the struggles for naming what is human, what lies within the grasp of human agency, what is possible are taking place" (p. 19). Consider, for example, Akira Mizuta Lippit's contention (this issue) that Western human subjectivity is, as of the late 1950s, haunted subjectivity. That is, the human subject is haunted by animals and all excluded Others. The self-assuring phrase, "It's only an animal," does not hold. Animals return our gaze; they assert their presence and their subjectivity. Following Donna Haraway (1991, 2003), an appreciation of specificity and partial perspective is crucial. As more critical understandings of dominant Western human subjectivity are generated, there must be a simultaneous acknowledgement of the multiplicity of subjectivities and cultures, both human and nonhuman, which are reproduced and negotiated in particular places, at particular times. For example, Gavan Watson shows this in his attention to the interlaced multiple meanings of "the Barn Owl", specifically as related to a controversial photo that appeared in an Ontario birding community one fated winter. Adjacently, Rachel Forbes, in her investigation of the possible place of animals within Aboriginal legal systems, contrasts such renderings against those of traditional Western jurisprudence. Without such engaged orientation, we are prone to regard Others as abstractions, comfortable in the false sense of security that these categories can afford; we potentially elide meaningful differences and remain starkly ignorant of past and present lived experiences, while leaving ourselves largely unmoved and unchanged. This issue of Undercurrents is an invitation. Like the featured photography of Jo-Anne McArthur, which draws us deeper into its subjects, these pieces offer entry points into future discussions. In these offerings, UnderCurrents invites readers to open more spaces where "the question of the animal", and its various human and nonhuman interlocutors, may flourish.
Academic research is increasingly subject to managerial practices. It is not the purpose of this chapter to debate the merits, or otherwise, of this trend. Instead, this chapter will chart some of the major developments in research information management in the UK, Europe, the USA, Canada and Australia, and their policy context and drivers. In doing so, it will identify some of the key challenges and points of discussion in 2013. The main challenges faced by universities and other research institutes are related to changes in the wider economy and society, and these might be considered under three headings: 1. Debt: Many, but not all, western governments are saddled with very high levels of debt and are responding by restricitions in public spending. In some countries such as the UK, the research budget has been relatively protected. However, there remains a drive to reduce public spending as a proportion of GDP, and this is likely to impact on research funding sooner or later. As the pressure to delivery more with less increases, the opportunities to do so also increase because of developments in new digital and other techniologies. There are therefore both drivers and opportunities for greater efficiencies in the research process. 2. Growth: Whether growth is measured in purely financial terms or in more rounded metrics that take into account human and environmental well-being, many western countries are in need of more of it to both reduce debt and ensure social stability. There is renewed attention on the role of the public research base in contributing to (having an "impact" on) the wider economy and society. There is a complicated and necessarily ill-defined relationship between research and society, but it is clear that there are increasing calls from politicians (and therefore from public funders) for researchers to demonstrate the impact of their work, 3. Legitimacy. For various reasons, including the current "impact agenda", questions are raised as to the legitimacy of research, both as a recipient of public and charitable funds and, more basically, at an epistemological level. Certainly there are increasing calls for transparency in research, both with respect to how the money is spent (in common with wider moves in that direction), and with respect to research practices being open to scrutiny and demonstrably better than other alternative approaches that make knowledge claims. There are therefore three strong agendas within research, which shape the ways in which research is managed, and therefore the information infrastructure that is needed. These are efficiency, impact and transparency. It is possible to discern two broad responses by the research community to these agendas, These are moves to make research more open, and increasing managerialism in research. There is a lot of talk about "open" at the moment; open access, open data, open source software, open science, and so on. While there are some commonalitiies between these (they all challenge existing business models, for example, and they all exploit the web), there are also important differences. From a research management perspective, they challenge universities and research institutes to provide their researchers with an environment in which they can be open, if they choose to be. This implies the provision of open access repositories, funds to pay open access publication charges, data repositories, IT services departments able to both provide reslient compute infrastructure and cooperate wih researchers writing or using open source tools, and information, IT, library, publication, knowledge transfer and IPR policies that support open approaches. UK universities such as Nottingham and Glasgow have been very active in addressing these challenges, as have universities elsewhere such as Arizona and Queensland. Sometimes associated with open approaches, but sometimes in tension with them, there is a trend toward greater managerial accountability within public sector research. Many universities are implementing integrated research management systems, covering both pre- and post-award workflows, and linked to research information systems, repositories and so on. There are also international initiatives, such as ORCID for researcher identifiers, which are a response to widely felt inefficiencies in the system at the moment, from grant applications to journal manuscript submission. Furthermore, the HE sector is learning from large private sector corporations such as supermarkets and phone companies, that user data is key to business intelligence to guide successful organisations. Information about what its researchers are doing, with whom, to what effect, will be important to those charged with ensuring that public sector and charity-funded is successful, in the same way as it is important to private industry such as pharmaceutical companies. National research assessment exercises and the growth of commercial services such as Elsevier's SciVal are evidence of this. In conclusion, research management, and the gathering, curation and exploitation of information about an increasingly open research process, are more and more central to the success of research. In the US, the phrase is "science of science policy", reflected in the STAR-Metrics initiative that covers some 90 top level US universities. This is intended to provide policy makers and research directors with data that can be treated with scientific methods to optimise the investments made in research. While this has taken things further than perhaps elsewhere, it represents a widespread trend; expect it to impact on your university soon.
Preface With an estimated 5.6 million people living with HIV in 2009, South Africa's epidemic remains the largest in the world (UNAIDS, 2010). It is approximated that 40million South Africans depend on traditional medicine for their primary health care needs and regularly visit Traditional Health Practitioners (THPs). Patients often move freely between traditional and allopathic systems of medicine. In fact, up to 90% of people living with HIV and AIDS first consult THPs before visiting practitioners of allopathic medicine. Thus THPs bear the brunt of the HIV and AIDS epidemic. With this in mind it became necessary to convene a conference where the potential contribution of traditional medicine in the fight against HIV and AIDS could be objectively assessed. It also facilitated learning and sharing experienses from practitioners, researchers, governments and NGOs/or funders that have advanced in integrating traditional medicine in HIV and AIDS. The conference covered four key priority areas in accordance with the National Strategic Plan for HIV and AIDS and STI: prevention; treatment, care and support; research, monitoring and surveillance; and financing. The Conference was titled "Traditional medicine in the era and HIV/AIDS in South Africa" and held at the International Convention Centre, Durban between 28th to 30th July 2010. This historic conference, funded by PEPFAR/CDC South Africa, was attended by more than 1500 delegates from South Africa, Belgium, Botswana, Cameroon, China, Lesotho, Nigeria, Tanzania, Uganda, United States of America, and Zambia. On each day there were 200 high school learners and 200 community members in attendance. In addition there were researchers, CAM practitioners, donors, doctors, nurses, THPs, policy makers, and members of the media. It was organised in partnership with the Department of Science and Technology, the KwaZulu-Natal Provincial Government and the University of KwaZulu-Natal and had the support of the Department of Health, the South African National AIDS Council (SANAC) and the South African Broadcasting Corporation (SABC) among others. National Parliament was represented by members of the Health and, Science and Technology Portfolio Committees, respectively. National government departments in attendance included Health, Science and Technology, and Trade and Industry. All provinces of South Africa were represented with the exception of Northern and Western Cape provinces. The House of Traditional Leaders and Local Government were represented by Her Majesty, Queen of LinduZulu, local chiefs, Mayors and Councilors. The US Government (PEPFAR) was represented by the Health Attaché in the US Embassy, US Consul General in Durban, PEPFAR Liaison Officer (KZN) and CDC (South Africa). A call for abstracts was published in 3 major national newspapers and on the internet on a number of websites. Abstract themes had to fit within the strategic areas of the National Strategic Plan for HIV/AIDS/TB. The conference received more than 70 abstracts, reviewed by a panel of national and international experts. About 50 abstracts were accepted for oral presentation and 12 as posters. Additional speakers from the 7 provincial departments of health and 7 Provincial AIDS Council THP sector representatives informed the conference on their programmes. The Department of Science and Technology and the Technology Innovation Agency shared their plans and strategies for research and development of traditional medicines in South Africa. The conference was primarily abstract-driven. Abstract contents were either research-based data using established scientific methods or demonstrated experience and information from individuals or institutions working in the field in the form of case studies or case presentations. The non-abstract-driven components of the conference addressed a variety of current viewpoints and issues including government programmes, interactive case-based sessions, and satellite symposia. The television and print media broadcasted the proceedings of the conference. Selected speakers and delegates were interviewed live. Highlights The highlights of the conference included the following: 1. South Africa could demonstrate its capacity to carry out world class clinical trials on traditional medicine. 2. Provincial Governments and Provincial AIDS Councils shared their plans and strategies to include traditional medicine in their implementations plans. 3. Traditional Health Practitioners were in full support of integrating HIV Counseling and Testing, Traditional or Medical Male Circumcision, and other national strategies in their practices but required support and capacitation for HIV testing. 4. It is necessary to intensify research on traditional medicines since a number of HIV positive patients who do not qualify for antiretroviral therapy choose them. 5. There were best practice projects promoting collaboration between traditional health practitioners and public health care workers in the fight against HIV/AIDS. 6. The media will continue to report positive and negative aspects of traditional medicine 7. The Department of Science and Technology funds the most research on indigenous knowledge systems including traditional medicines in South Africa. 8. The USA remains the largest foreign funder of HIV research and programmes on traditional medicine. This special edition carries some of the scientific papers presented at the conference. Professor Nceba Gqaleni, Chair of the Traditional Medicine in the Era of HIV and AIDS Conference Dr Vusi Shongwe, Director: Heritage, Office of the Premier, KwaZulu-Natal Government and Professor Yonah Seleti, Chief Director: National Indigenous Knowledge Systems Office, Department of Science and Technology Co-Chairpersons of the Traditional Medicine in the Era of HIV and AIDS Conference.
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
Eye health and vision have widespread and profound implications for many aspects of life, health, sustainable development, and the economy. Yet nowadays, many people, families, and populations continue to suffer the consequences of poor access to high-quality, affordable eye care, leading to vision impairment and blindness. In 2020, an estimated 596 million people had distance vision impairment worldwide, of whom 43 million were blind. Another 510 million people had uncorrected near vision impairment, simply because of not having reading spectacles. A large proportion of those affected (90%), live in low-income and middle-income countries (LMICs). However, encouragingly, more than 90% of people with vision impairment have a preventable or treatable cause with existing highly cost-effective interventions. Eye conditions affect all stages of life, with young children and older people being particularly affected. Crucially, women, rural populations, and ethnic minority groups are more likely to have vision impairment, and this pervasive inequality needs to be addressed. By 2050, population ageing, growth, and urbanisation might lead to an estimated 895 million people with distance vision impairment, of whom 61 million will be blind. Action to prioritise eye health is needed now. This Commission defines eye health as maximised vision, ocular health, and functional ability, thereby contributing to overall health and wellbeing, social inclusion, and quality of life. Eye health is essential to achieve many of the Sustainable Development Goals (SDGs). Poor eye health and impaired vision have a negative effect on quality of life and restrict equitable access to and achievement in education and the workplace. Vision loss has substantial financial implications for affected individuals, families, and communities. Although high-quality data for global economic estimates are scarce, particularly for LMICs, conservative assessments based on the latest prevalence figures for 2020 suggest that annual global productivity loss from vision impairment is approximately US$410·7 billion purchasing power parity. Vision impairment reduces mobility, affects mental wellbeing, exacerbates risk of dementia, increases likelihood of falls and road traffic crashes, increases the need for social care, and ultimately leads to higher mortality rates. By contrast, vision facilitates many daily life activities, enables better educational outcomes, and increases work productivity, reducing inequality. An increasing amount of evidence shows the potential for vision to advance the SDGs, by contributing towards poverty reduction, zero hunger, good health and wellbeing, quality education, gender equality, and decent work. Eye health is a global public priority, transforming lives in both poor and wealthy communities. Therefore, eye health needs to be reframed as a development as well as a health issue and given greater prominence within the global development and health agendas. Vision loss has many causes that require promotional, preventive, treatment, and rehabilitative interventions. Cataract, uncorrected refractive error, glaucoma, age-related macular degeneration, and diabetic retinopathy are responsible for most global vision impairment. Research has identified treatments to reduce or eliminate blindness from all these conditions; the priority is to deliver treatments where they are most needed. Proven eye care interventions, such as cataract surgery and spectacle provision, are among the most cost-effective in all of health care. Greater financial investment is needed so that millions of people living with unnecessary vision impairment and blindness can benefit from these interventions. Lessons from the past three decades give hope that this challenge can be met. Between 1990 and 2020, the age-standardised global prevalence of blindness fell by 28·5%. Since the 1990s, prevalence of major infectious causes of blindness—onchocerciasis and trachoma—have declined substantially. Hope remains that by 2030, the transmission of onchocerciasis will be interrupted, and trachoma will be eliminated as a public health problem in every country worldwide. However, the ageing population has led to a higher crude prevalence of age-related causes of blindness, and thus an increased total number of people with blindness in some regions. Despite this progress, business as usual will not keep pace with the demographic trends of an ageing global population or address the inequities that persist in each country. New threats to eye health are emerging, including the worldwide increase in diabetic retinopathy, high myopia, retinopathy of prematurity, and chronic eye diseases of ageing such as glaucoma and age-related macular degeneration. With the projected increase in such conditions and their associated vision loss over the coming decades, urgent action is needed to develop innovative treatments and deliver services at a greater scale than previously achieved. Good eye health at the community and national level has been marginalised as a luxury available to only wealthy or urban areas. Eye health needs to be urgently brought into the mainstream of national health and development policy, planning, financing, and action. The challenge is to develop and deliver comprehensive eye health services (promotion, prevention, treatment, rehabilitation) that address the full range of eye conditions within the context of universal health coverage. Accessing services should not bring the risk of falling into poverty and services should be of high quality, as envisaged by the WHO framework for health-care quality: effective, safe, people-centred, timely, equitable, integrated, and efficient. To this framework we add the need for services to be environmentally sustainable. Universal health coverage is not universal without eye care. Multiple obstacles need to be overcome to achieve universal coverage for eye health. Important issues include complex barriers to availability and access to quality services, cost, major shortages and maldistribution of well-trained personnel, and lack of suitable, well maintained equipment and consumables. These issues are particularly widespread in LMICs, but also occur in underserved communities in high-income countries. Strong partnerships need to be formed with natural allies working in areas affected by eye health, such as non-communicable diseases, neglected tropical diseases, healthy ageing, children's services, education, disability, and rehabilitation. The eye health sector has traditionally focused on treatment and rehabilitation, and underused health promotion and prevention strategies to lessen the impact of eye disease and reduce inequality. Solving these problems will depend on solutions established from high quality evidence that can guide more effective implementation at scale. Evidence-based approaches will need to address existing deficiencies in the supply and demand. Strategic investments in discovery research, harnessing new findings from diverse fields, and implementation research to guide effective scale up are needed globally. Encouragingly, developments in telemedicine, mobile health, artificial intelligence, and distance learning could potentially enable eye care professionals to deliver higher quality care that is more plentiful, equitable, and cost-effective. This Commission did a Grand Challenges in Global Eye Health prioritisation exercise to highlight key areas for concerted research and action. This exercise has identified a broad set of challenges spanning the fields of epidemiology, health systems, diagnostics, therapeutics, and implementation. The most compelling of these issues, picked from among 3400 suggestions proposed by 336 people from 118 countries, can help to frame the future research agenda for global eye health. In this Commission, we harness lessons learned from over two decades, present the growing evidence for the life-transforming impact of eye care, and provide a thorough understanding of rapid developments in the field. This report was created through a broad consultation involving experts within and outside the eye care sector to help inform governments and other stakeholders about the path forward for eye health beyond 2020, to further the SDGs (including universal health coverage), and work towards a world without avoidable vision loss. The next few years are a crucial time for the global eye health community and its partners in health care, government, and other sectors to consider the successes and challenges encountered in the past two decades, and at the same time to chart a way forward for the upcoming decades. Moving forward requires building on the strong foundation laid by WHO and partners in VISION 2020 with renewed impetus to ultimately deliver high quality universal eye health care for all.
El patrimonio se concibe como elemento de identidad social y cultural, nexo de unión entre pasado y presente. La educación patrimonial genera vínculos de identidad entre personas y bienes patrimoniales, dando lugar a sentimientos de pertenencia. Por esta razón, la inclusión de la educación patrimonial en la enseñanza formal, es de vital importancia. Para garantizar el éxito de estas propuestas, se ha de contar con el museo como contexto para la construcción del conocimiento. La propuesta que se presenta, parte del vínculo entre escuela y museo en el diseño de una unidad didáctica sobre los sectores económicos, teniendo como núcleo el patrimonial. Se vincula educación patrimonial e inteligencia territorial para la formación ciudadana de estudiantes de ESO. Comenzando por el marco teórico, se describen aquellos referentes previos que sustentan la presente tesis doctoral. Se atiende a la legislación, las investigaciones y experiencias de referencia así como a los programas relacionados con la implementación de proyectos de educación patrimonial, nacionales e internacionales. Se define el concepto de inteligencia territorial, buscando experiencias que vinculen esta con el patrimonio en la enseñanza formal. El último apartado se enfoca hacia la búsqueda y definición sobre las buenas prácticas en los museos. La investigación está conformada por 6 publicaciones que estructuran los resultados de las diferentes fases. El primer artículo teórico, describe las conexiones entre educación patrimonial e inteligencia territorial. Posteriormente se presentan dos publicaciones sobre el análisis de dos museos al respecto de buenas prácticas y sus conexiones con las escuelas. El tercer artículo describe la implementación de un programa de educación patrimonial en el centro educativo elegido para el estudio de caso. Por último, se presentan dos artículos sobre los resultados obtenidos tras el estudio de caso. Se sigue un enfoque cualitativo bajo las directrices del paradigma interpretativo/naturalista. El investigador se configura como observador, utilizando métodos y técnicas de recogida de datos como la entrevista, cuestionarios, rejillas de observación, observación presencial no participante y participante según el objeto de estudio. La información es analizada mediante una tabla de categorías. Como conclusiones, los principales puntos que responden al problema de investigación ¿Cómo favorece una propuesta de educación patrimonial en ciencias sociales en ESO, que vincula escuela y museo, la formación de una ciudadanía crítica, comprometida y participativa con su entorno social, cultural y medioambiental, asumiendo las connotaciones de la inteligencia territorial en su desempeño como ciudadano? Son: a) El patrimonio se concibe como contenido en la enseñanza; b) La educación patrimonial promueve un conocimiento multidisciplinar que favorece la inteligencia territorial, dos conceptos que se retroalimentan en la medida que no es posible estudiar el territorio sin atender al patrimonio y viceversa; c) El patrimonio del Ecomuseo, posibilita el estudio de los sectores económicos, enfocando la propuesta hacia la reflexión sobre el cambio, la permanencia y la evolución en el uso, el contexto y la función social y cultural del patrimonio observado; d) El museo, se concibe como espacio de aprendizaje vivencial sobre patrimonio y su contexto, favoreciendo el uso de diversos; e) La tipología patrimonial del museo no condiciona el discurso didáctico; f) El museo debe favorecer los vínculos con la escuela, proponer propuestas acordes a los contenidos curriculares así como colaborar en la gestión de las salidas escolares con los docentes; g) Las metodologías educativas, desde el aula y el museo, deben ser activas, encaminadas hacia la resolución de problemas, basadas en el conocimiento cotidiano y en el estudio del patrimonio como símbolo de identidad social, cultural y natural; h) La salida escolar, debe realizarse en la fase central de la propuesta de búsqueda e información, así como comenzar y terminar en el aula, ofreciendo continuidad a los contenidos; i) El rol participante del docente durante la salida es fundamental; j) El desarrollo de una propuesta de educación patrimonial que involucre el estudiante, le incite a la reflexión sobre la evolución del modo de vida de su comunidad y la necesidad de protección, conservación y gestión, promueve la formación de una ciudadanía global, sociocrítica y participativa en su comunidad y su patrimonio. ; Heritage is conceived as an element of social and cultural identity; a link between past and present. Heritage education creates bonds of identity between people and heritage assets, giving rise to feelings of belonging. For this reason, the inclusion of heritage education in formal education is of vital importance. To ensure the success of these proposals, the museum must be used as a context for knowledge building. The proposal presented here sets out from the link between school and museum in the design of a teaching unit on economic sectors, taking the heritage sector as its core. Heritage education and territorial intelligence are linked to the citizenship training of pupils in Compulsory Secondary Education (CSE). Starting with the theoretical framework, we describe those previous references that support this doctoral thesis. Legislation, research and benchmark experiences are taken into account, as well as programmes related to the implementation of heritage education projects in the national and international scope. The concept of territorial intelligence is defined, seeking experiences linking it with heritage in formal education. The last section focuses on the search for and definition of good practices in museums. The research consists of six publications that articulate the results of the different phases. The first theoretical article describes the connections between heritage education and territorial intelligence. Subsequently, two publications are presented on the analysis of two museums regarding good practices and their connections with schools. The third article describes the implementation of a heritage education programme in the school chosen for the case study. Finally, there are two articles on the outcomes achieved after the case study. A qualitative approach is followed under the guidelines of the interpretive/naturalistic paradigm. The researcher is configured as an observer, using data gathering methods and techniques such as the interview, questionnaires, observation grids, or non-participant and participant face-to-face observation, depending on the object of study. The information is analysed using a table of categories. As conclusions, the main points that respond to the research problem: How does a proposal for heritage education in social sciences in CSE, which links school and museum, favour the training of a critical and participatory citizenry, committed to their social, cultural and environmental surroundings, assuming the connotations of territorial intelligence in their activity as citizens? Are: a) Heritage is conceived as content in teaching; b) Heritage education promotes multidisciplinary knowledge that favours territorial intelligence, two concepts that feed back to the extent that it is not possible to study the territory without attending to heritage and vice versa; c) The patrimony of the Ecomuseum allows the study of economic sectors, focusing the proposal towards reflection on change, permanence and evolution in the use, context and social and cultural function of the observed heritage; d) The museum is conceived as an experiential learning space about heritage and its context, favouring the use of various resources; e) The heritage typology of the museum does not condition the didactic discourse; f) The museum must promote links with the school, put forward proposals in line with the curricular content and collaborate in the management of school outings with teachers; g) Educational methodologies, from the classroom and the museum, must be active, aimed at solving problems, based on day-to-day knowledge and the study of heritage as a symbol of social, cultural and natural identity; h) The school outing must take place in the central phase of the search and information proposal, as well as beginning and ending in the classroom, providing continuity to the contents; i) The participating role of the teacher during the trip is essential; j) The development of a heritage education proposal that involves the student encourages them to reflect on the evolution of the way of life of their community and the need for protection, conservation and management, promoting the formation of a global, socio-critical and participatory citizenry in its community and its heritage.
This paper is focussed on the work and remit of the ICA's Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world. The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, 'Body of Knowledge' was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018). It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography. It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main challenges (this paper presents 11, in bold below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies. One of the main purposes in developing a Body of Knowledge is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography's contribution to GIS), curriculum design must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many specific cartographic principles , is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit. Also within the BoK, the theoretical foundations for the study of cartography must be elucidated and moved from the research agenda to the educational curriculum. A revised Research Agenda developed under ICA auspices and a focussed Body of Knowledge are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and 'mashed-up' by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of 'organised' cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is understanding what employers want from graduates in cartography and GIS . The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce. In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving professional accreditation from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. Linking cartographic education and its principles with related education in other closely related geo-disciplines is particularly important. Common messages must be presented stressing cartography's importance and relevance. At the possible wider levels mentioned above, experiences and lessons learned from teaching cartography and GIS to a broad range of non-specialists must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which develop on-line educational resources and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities. In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. Technical support requirements are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the 'real world'. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme. Recent additions to the 'wish-list' of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The use of open source software and datasets in geospatial and cartographic education is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge. This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.
This paper is focussed on the work and remit of the ICA's Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world. The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, 'Body of Knowledge' was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018). It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography. It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main challenges (this paper presents 11, in bold below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies. One of the main purposes in developing a Body of Knowledge is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography's contribution to GIS), curriculum design must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many specific cartographic principles, is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit. Also within the BoK, the theoretical foundations for the study of cartography must be elucidated and moved from the research agenda to the educational curriculum. A revised Research Agenda developed under ICA auspices and a focussed Body of Knowledge are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and 'mashed-up' by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of 'organised' cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is understanding what employers want from graduates in cartography and GIS. The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce. In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving professional accreditation from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. Linking cartographic education and its principles with related education in other closely related geo-disciplines is particularly important. Common messages must be presented stressing cartography's importance and relevance. At the possible wider levels mentioned above, experiences and lessons learned from teaching cartography and GIS to a broad range of non-specialists must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which develop on-line educational resources and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities. In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. Technical support requirements are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the 'real world'. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme. Recent additions to the 'wish-list' of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The use of open source software and datasets in geospatial and cartographic education is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge. This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.
A talk by Anthony Pym in a course in variation in English. - Transcript below: What is diglossia? It's from Greek: di- means two; gloss, the tongue. Two languages. Not to be confused, however, with bilingualism, which is from Latin: bi-, two: lingua, the tongue. Two languages. There is, however, in English social linguistics a systematic difference between the two terms, diglossia and bilingualism. Usually, bilingualism is the capacity of the individual, of a person, to speak one, two, or three—more than one—language, let's say: bilingualism, okay? You could call them polyglots, that's a nice term for describing people, and French and French-inspired social linguistics talks about plurilingualism for the capacity of the individual. Now, diglossia is something quite different. Diglossia is a social situation; it's not concerning individuals, it concerns a society in which there are two languages related in such a way that they have different social functions. Okay? That's diglossia: a social situation; bilingualism, plurilingualism is concerned with the capacities of the individual. Now, a standard definition of diglossia—this is [Charles] Ferguson, 1959—oh, it's long and complicated, but anyway, diglossia is a relatively stable language situation. And that's important; it's not a transitory thing, it's not a bad thing, it's something that we observe occurring over centuries in many parts of the world. So, a situation in which, in addition to the primary dialects of the language, there is a very divergent, highly codified (often grammatically more complex) superposed variety. So we have these two kinds of varieties happening within the same language; one would be spoken—the dialects, etc.—and the other would be learned, standardized, the language of literature. Then he goes on of written literature either of an earlier period or in another speech community, which is learned largely by formal education—so you get to this other one by going to school—and is used for written and formal spoken purposes but is not used by any section of the community for ordinary conversation. So it's easier to understand if you go to Zurich, for example, where you've got people speaking Swiss German in the street and on television, on local television, and then going and studying in standard German and learning to write standard German, and they wouldn't write down their spoken language. These two varieties of the language with different social functions, and they are highly separate. Another classic example would be Arabic in Morocco, where we do have classical Arabic for religious functions, certainly for the King, and then spoken Moroccan Arabic in the street, although Moroccan Arabic does get into the press in that case, okay, So those are cases where the one language has varieties with different social functions. The functions are traditionally called H and L in English. H stands for high, but you don't say high; H stands for the written, official social functions. L stands for the spoken, non-official, vernacular social functions; low, okay. We try to avoid high and low because that was Charles Darwin's mistake, when he talked about the higher species, that led to all sorts of racism and misunderstandings. H and L are there not in the sense of H being superior but of them simply being different. That's why the decision has been made to use H and L as letters rather than as descriptors. Now that's a strict definition of diglossia. There's a more relaxed definition, and that would be when the two varieties in question don't have to belong to the same language, okay? So in parts of the complex society around us here, we find Spanish being used for official functions. Certainly, here, 50 years ago, Spanish would be absolutely the H variety and Catalan would be the L variety. They are different languages—cognate, but different—and yet they would satisfy most non-demanding definitions of diglossia. So that would be the relaxed definition, or the loose definition: the two varieties, two different functions. The varieties don't have to belong to the same language; they can, but they don't have to, okay. I'll point out that now with the standardization of Catalan—so it's become very much the H variety around us here—we find situations where Catalan occupies H functions in official society, certainly Barcelona. Spanish can move to L for many of the immigrant groups and occupy those functions, and then we have another Catalan, which is that of the farmers and the traditional working class, with its many regional varieties, and that's becoming an L as well. So it needn't be just H and L. There can be other languages, or the same language can move into those two positions if, uh, if the society takes on that sort of form. Um, when we— when we use— Catalan linguists don't like the theory of diglossia and the basic reason is this: diglossia sort of accepts asymmetries; it accepts that language is going to have different power relations, and that this is a stable and normal thing. Whereas their fight has long been for Catalan to assume full H functions, and the official language policy in Spain is for all co-official languages to have full H functions. So they want a situation that they call bilingüisme, which is H and H full capacity in everything. Why not? That can happen; there's no law against it. The simple observation in English-language social linguistics is that it needn't happen, that we have long-term stable asymmetries in language functions. So, if you find that you haven't got it, it's not because you're an aberration, it's just because your societies tend to suggest that we can have asymmetric language functions without any disaster befalling anybody. The other thing that, um, that my students will say is that "we don't want our language to have an L function—L means powerless; H means power. Give me power, empower me, make my language big and strong and written and standardized." Which, of course, is what any linguist would do because linguists are the people who do that sort of work. Great work for ourselves, yeah. All right, but be careful. Over history, the languages that die are often those that are in the H position. Look no further than classical Greek or Latin. All the romance languages that we speak had an L function in relation to H-variety Latin. Which one won out over history? The L varieties, not the H. English itself is the result of a diglossic situation where we had Old French in H we had Anglo-Saxon varieties in L. And did H repress L and kill L over time? Quite the opposite. The result, the English that we have is a merger of the two but with a rising influence, I suspect over time, of the L. The L came up and absorbed the H. So it's not true that it's bad, historically, to be in an L position. An L position is close to where the people are and economic activity is and where people vote, after all. In our course we look, of course, at certain things that depend on diglossia. Diglossia is like the basic social situation that sets up the possibility of, for example, a lot of code-switching that we find. And then if you think of the example of Oberwart where, uh, Hungarian and German were in contact we found that the language shift that we saw there was a classic case of what we now know and would call diglossia, where German had the official function, the H functions, Hungarian had the social life, the association with territory over time. And in that particular case, because of the political shift of the village, the H took over and displaced L in that particular situation. There are no fatalities. It's not always bad to be in the L position, and H and L relations in diglossia can continue and be stable for many centuries. That's the lesson, at least, of English social linguistics. You're welcome to find counter-examples.
Vážení čtenáři,S potěšením vám oznamujeme, že po několika měsících intenzivní práce je první anglické číslo Envigogiky na světě – a může být vypuštěno do světa. Envigogika se od roku 2006 postupně stává důležitou platformou pro komunikaci a šíření znalostí v oblasti environmentálního vzdělávání či vzdělání pro udržitelný rozvoj. Dosud byly publikovány "anglické verze" časopisu formou přehledů anglických abstraktů, samozřejmě s několika výjimkami plně anglických textů.Nyní, v roce 2013, jsme pokročili zásadním způsobem kupředu – začínáme publikovat plně anglická čísla časopisu vedle čísel víceméně pouze českých (a slovenských). To je možné zaprvé díky stále vzrůstajícímu počtu autorů: učitelé různých stupňů, kteří se o naše témata zajímají, se jimi také stále více zabývají v praxi. Mají potřebu reflektovat svou činnost, sdělovat si navzájem své zkušenosti; někteří dokonce plánují svůj výzkum tak, aby se pak o jeho výsledky mohli podělit s našimi čtenáři – to vše samozřejmě podporuje rozvoj této oblasti. Naši autoři tak postupně vytvářejí společnou "zásobárnu vědění", a sdělují si informace potřebné pro spolupráci a společné aktivity. Za druhé, a zde je třeba vyjádřit opravdovou vděčnost, nám pomáhají také četní anonymní recenzenti. V procesu nezávislého posuzování (peer-review) na sebe berou část odpovědnosti za publikované články, a také díky jim pak vidíme, jak celková úroveň našich textů postupně roste. Ochota vést tuto (kritickou) diskusi, a vývoj média, kde probíhá, nám pak nyní umožnily vykročit na mezinárodní scénu.Toto první anglické číslo Envigogiky je zaměřeno na environmentální vzdělávání (EV), vzdělávání pro udržitelný rozvoj (VUR), či vytváření obecného povědomí o environmetálních problémech; týká se i jejich širšího kulturního kontextu a politických podmínek ve specificky českém prostředí. S ohledem na udržitelný rozvoj společnosti se soustavně zabýváme jeho bariérami – které brání hlubším změnám ve společenských zvyklostech a pravidlech, životním stylu, nebo eticky podložených přístupech a způsobech rozhodování; soustřeďujeme se na naši oblast expertizy, kde čerstvé myšlenky, metody výuky/učení, nové postupy hodnocení atd. mohou být inspirací pro kritický pohled na systém vzdělávání jako takový. Snažíme se stát součástí mezinárodního společenství EV i VUR, přičemž současně očekáváme jeho podporu; všechny zásadnější změny či inovace jsou totiž založeny na širších diskusích (v našem případě vedených v evropském měřítku), teoretických úvahách, sdílených strategiích a společných iniciativách. A také doufáme v podíl zahraničních kolegů (z dalších zemí střední a východní Evropy jakož i odjinud) na obsahu i přípravě dalších čísel Envigogiky.Během posledních týdnů jsme také usilovali o zlepšení formy časopisu, a tím i jeho postavení mezi časopisy v mezinárodním měřítku. Součástí tohoto vývoje bylo převedení celého obsahu Envigogiky z původního systému (Joomla) do nového, tzv. Open Journal System (OJS) [1] – "otevřeného" systému pro správu a publikování časopisů. Tento systém pomáhá v každé fázi publikačního procesu: od zasílání/přijímání příspěvků, přes recenzní řízení a publikační proces v elektronickém prostředí, až po indexování.Využití OJS znamená pro Envigogiku kvalitativní krok kupředu – nyní se metadata z jednotlivých článků okamžitě načtou do EndNote, Zotera a dalších systémů správy referencí; časopis je již v tuto chvíli indexoán v Google Scholaru, a v nejbližší budoucnosti jej plánujeme zařadit do dalších důležitých databází jako např. DOAJ atd. Ve spolupráci s vydavatelstvím Karolinum Univerzity Karlovy v Praze bude Envigogika také zařazena do databáze CrossRef a každý článek získá své jedinečné číslo DOI.V následujících letech tak bude připraveno několik anglických čísel časopisu, a ty ponesou v názvu pro snadnou orientaci označení "ENGLISH ISSUE". Na základě zkušeností z tohoto období se pak rozhodneme, zda ve vydávání na jedné straně čistě anglických, na straně druhé českých/slovenských čísel pokračovat, nebo zda se v budoucnu vrátíme k číslům dvojjazyčným, například tematicky zaměřeným.Ale nyní se můžete podívat do obsahu tohoto prvního anglického čísla Envigogiky: V textu Jana Činčery si můžete přečíst o hodnocení interaktivní výstavy určené pro středoškolské studenty, která se zaměřuje na globální problémy a zodpovědnost konzumentů. Autor, který sledoval její působení na třech školách, dochází k zajímavému závěru: i když byla výstava úspěšná z hlediska zaujetí studentů a napomohla zvýšení jejich povědomí o daných problémech, někteří studenti ji hodnotili jako manipulativní, zatímco v jiných vyvolala pocit bezmoci. V článku je navržena změna strategie výuky a provádění aktivit týkajících se globálních problémů. Vzdělávací aspekty kurzu Environmentální ekonomie a politiky vyučovaného na Vysoké škole ekonomické v Praze zkoumal Petr Šauer a Martin Zahradník. Výzkum se zaměřil na postoje studentů vůči životnímu prostředí a na jejich hodnocení různých částí kurzu; snažil se odpovědět na otázku, v čem byl pro studenty kurz přínosný, jaké preferovali informační zdroje a jakou roli v jejich přístupu ke studiu sehrál zájem o stav životního prostředí. Autoři dospěli k závěru, že environmentální ekonomii považují za užitečnou jak studenti klasifikovaní jako "environmentalisté", tak i "ne-environmentalisté" (či dokonce "anti- environmentalisté"). V závěru diskutují klíčové faktory pro udržení zájmu studentů a možnosti analýzy tzv. přístupů ke studiu (learning strategies). Mezigeneračními rozdíly v osobním vztahu k přírodě se zabývá Markéta Vacínová a Tomáš Matějček . Sledují žáky a jejich rodiče z hlediska jejich vztahu k přírodě a zjišťují určité rozdíly v jejich osobním přístupu: zatímco žáci dávají přednost "moderním" aktivitám, jejich rodiče praktikují spíše více "tradiční" činnosti. Článek Anny Poláškové poskytuje pohled na environmentální gramotnost a postoje mladých technicky orientovaných českých studentů na farmaceutické fakultě, kteří se připravují na profese mimo oblast ekologie. Autorka věří, že environmentální gramotnost a povědomí univerzitních studentů v technických oborech jsou velmi důležité, protože právě na úrovni manažerů a vedoucích pracovníků vznikají politiky, které jsou více, či méně, šetrné k životnímu prostředí. Zjišťuje převážně pozitivní vztah k ochraně přírody a vzdělávání u těchto více techniky orientovaných studentů a studentek; na druhé straně úroveň environmentálních znalostí získaných během středoškolského vzdělání hodnotí jako v mnoha případech nízkou.V rubrice Informace připomínají Andrew Barton a Jan Vávra konferenci "Naše společná přítomnost (Our Common Present) - Jaké jsou současné výzvy Střední Evropy?", která se konala 24. dubna 2013 se na Filozofické fakultě Univerzity Karlovy v Praze; představují hlavní přednášející, jejich příspěvky a závěry z konference. První z autorů píše též o mezinárodní konferenci "Transdisciplinární výzkum udržitelnosti v Evropě" (23.-24. května 2013, UK), kde byl diskutován tento hraniční prostor ve vědě a byla též formulována doporučení pro Evropskou komisi utvářející budoucí vědecké příležitosti v transdisciplinární oblasti.Přejeme vám inspirativní čteníZa redakci EnvigogikyV Praze 28.8.2013Zvláštní poděkování patří všem, kteří přispěli k procesu publikování na straně vydavatele, včetně Univerzity Karlovy, která bude zajišťovat archivaci Envigogiky a vydávání čísel DOI pro texty v dalších číslech. Redakční tým chce také poděkovat těm, kteří pro tento krok poskytli finanční podporu, zvláště projektu Mezioborová síť spolupráce pro policy development v oblasti udržitelného rozvoje (MOSUR) financovanému Evropským sociálním fondem (ESF OPVK), jehož prostřednictvím jsou vydávána čísla od roku 2011, a v jehož rámci bylo též zahájeno vydávání anglické verze časopisu.[1] OJS je systém tzv. open source software vyvinutý v rámci projektu Public Knowledge Project (http://pkp.sfu.ca), který je financován kanadskou vládou, a který je poskytnut celosvětově všem časopisům – umožňuje jim publikovat formou, tzv. open access, tj. přístup k plným verzím článků není nijak omezen . V současné době jej využívá 12 000 vědeckých časopisů po celém světě. ; Dear readers,We are very pleased to announce that after several months of intense work the first fully English issue of the journal Envigogika is ready to be shared with the community of those interested in the field we strive to systematically cultivate! Envigogika has been an important communication and knowledge-sharing platform on educational topics regarding the environment and sustainability in the Czech- and Slovak-speaking professional community since 2006. English abstracts were previously included, but full texts were available predominantly in Czech and Slovak (with a few exceptions in English).Now, in 2013, the journal is taking a big leap forward by starting publication of additional issues in English alongside the Czech/Slovak issues. This is possible thanks to teachers at various educational levels in the Czech Republic involved in environmental education/ESD who are becoming more active and fostering a dialogue in this field that will support its ongoing development.The number of authors from different disciplinary backgrounds that publish their articles in Envigogika is growing, and some of them even plan their research with regard to our readership. We are happy that these authors thus contribute to a common pool of knowledge, share their experiences "from the field" and provide up-to-date information necessary for joint initiatives. We are also grateful to have numerous anonymous reviewers who are willing to undertake the difficult task of contributing to the quality of the published articles. Thus, we feel that the quality of our articles has been consistently improving since the journal's inception, which has also enabled us to step onto the international stage recently.This first English issue is primarily focused on the specific context of the Czech Republic: not only environmental education (EE) and education for sustainable development (ESD), but also awareness raising and the wider cultural context and political conditions necessary to achieve a transition towards sustainability. We are constantly challenging historically constructed and economically justified barriers to this development that also prevent deeper changes to habits, customs, lifestyles and ethical approaches; we concentrate on our field of expertise where fresh new ideas, teaching/learning methods, assessment techniques etc. could provide inspiration for and a critical view into the educational system per se. Thus, we are endeavouring to become a part of the international ESD community while also anticipating its support; any more profound innovation is based upon broader (in our case, European-wide) discussions, theoretical considerations, shared strategies, and joint initiatives. And we hope to involve colleagues from abroad (from other Central and East European countries, as well as further afield) in future English issues.During past few weeks, we have been working hard towards strengthening the position of the journal internationally and therefore, as part of further developments, we have transferred the content of Envigogika from the original Joomla system to the new Open Journal System (OJS) [1] – an open source journal management and publishing system. OJS assists with every stage of the refereed publishing process, from submissions through to online publication and indexing.For Envigogika, using OJS means a qualitative step forward – now you can immediately download metadata from articles to EndNote, Zotero and other reference management software, it is already indexed in Google Scholar and, in the near future, we plan to add it to other important databases such as DOAJ, etc. In cooperation with Charles University's publishing house Karolinum, Envigogika will also soon be included in the CrossRef database and each article will have a unique DOI.A number of English-only issues will be prepared in 2013 and 2014 and these will be marked "ENGLISH ISSUE" in the volume name for easy identification. Based on our experience from this period, we will decide whether to publish articles based on language (Czech/Slovak vs. English) or whether to produce bilingual (possibly thematic) issues in the future instead.But for now, in this first 2013 English-only issue, you can read about:1) An evaluation of an interactive exhibition for secondary education students, focusing on global problems and consumer responsibility by Jan Činčera. The author comes to an interesting conclusion: even if the exhibition was successful in terms of involving students and increasing their awareness of the problems, it was evaluated as being manipulative by some students while some of the others experienced a feeling of hopelessness. Modification of the exhibition and related activities is proposed in the article.2) Educational aspects of Environmental Economics – a course taught at the University of Economics in Prague for environmentally as well as non-environmentally oriented specialisations – are explored by Petr Šauer and Martin Zahradník. The focus of attention of their research is especially on what aspects of the course the students valued, what benefits they got from the course, how they managed the information resources and what role this played with regards to students' concern for environmental issues. The authors come to the conclusion that the students clustered as both 'environmentalists' and 'non-environmentalists' (or even 'anti-environmentalists') advocate environmental economics as a beneficial part of the curriculum.3) Intergenerational differences in personal relationships to nature are examined by Markéta Vacínová and Tomáš Matějček. They concentrate their research on pupils and their parents on selected aspects of their personal relationship to nature. They discover certain differences between these two groups of respondents in feeling a need to be in the countryside: while parents prefer more "classic" or "traditional" pursuits, the students practice mainly "modern" activities in the countryside.4) Anna Polášková's article offers an insight into the environmental literacy and attitudes of young technically-oriented Czech university students at a faculty of pharmacy in preparation for non-teaching and non-ecological professional careers. The author believes that environmental literacy and consciousness among university students in technical fields is very important, since it is usually among middle managers and executives with technical education that environmentally friendly policies and strategies more or less begin. She found that positive relationships to environmental protection and education in this faculty prevailed; however, the level of environmental knowledge gained from their secondary education seemed to be low in most cases.5) Information texts: Andrew Barton and Jan Vávra report on the proceedings of an academic conference held in Prague in April 2013 called Our Common Present which focused on the array of current challenges facing Central Europe. In addition, Andrew Barton also writes about a workshop on Transdisciplinary Research on Sustainability held in Prague in May in collaboration with the Schumacher Institute for Sustainable Systems, UK.We wish you inspirational reading,The Envigogika editorial teamIn Prague on 28.8.2013With special thanks to those who contributed to the publication process on the part of publisher, including Charles University which has been supportive in the archiving of Envigogika and providing DOI for future issues. The editorial team would, moreover, like to thank all who made this important step possible with financial support obtained via the project Interdisciplinary Sustainable Development Network (MOSUR, OP VK) for all issues published since 2011, including the current English issue.[1] OJS is open source software development by the Public Knowledge Project (http://pkp.sfu.ca) funded by Canadian Government and made freely available to journals worldwide for the purpose of making open access publishing a viable option for more journals. About 12 000 titles of scientific journals are using this system worldwide.
The enthusiasm in the Tahfidz House (TH) education program especially for children shows an increasing trend in Padang, a modeling city in developing Islāmic character for children. The purpose of this study was to investigate the Tahfidz House program trends development in early childhood in Padang. This study uses qualitative methods with data collection tools, namely inter- views, direct observation, and document analysis. The results showed that: First, the Tahfidz House program attracted public interest because it offered dimensions of character formation such as in- creasing Intelligence Quotient, Emotional Quotient, and Spiritual Quotient. Second, there is a theo- logical reason in the landscape of local people to think that the Qur'an offers a blessing concept in our lives. Third, Tahfidz House existences as non-formal education has two dominant affiliations, namely pure education and based on market interests or capitalization. Keywords: Early Childhood Education, Tahfidz House Program, Market Interest Reference Abdullah, N. M. S. A. N., Sabbri, F. S. M., Athirah, R., & Isa, M. (2019). Challenges and Difficulties in Memorizing the Qurʾan in the Tahfiz Classes Among Secondary Learners. Al Burhan- Journal of Qurʾān and Sunnah Studies Kulliyyah of Islamic Revealed Knowledge and Human Sciences, 3(2), 1–14. Afriami, Z., & Rahmah, E. (2017). Pembuatan Direktori Rumah Tahfidz Quran se Kota Padang. Jurnal Ilmu Informasi Perpustakaan Dan Kearsipan, 6(September), 86–94. Ahmadi. (2018). Pembentukan Karakter Anak Dengan Pendekatan Berbasis Pendidikan Al- Qur ' an. ALFIKR:Jurnal Pendidikan Islam, 4(1), 23–31. Akbar, Ali & Islmail, H. (2016). Metode Tahfidz Al-Qur"An di Pondok Pesantren Kabupaten Kampar. Jurnal Ushuluddin, 24(1), 91–102. Al-fadhil, M. (2016). Mazhab Pendidikan Kritis; Proses Humanisasi Pendidikan. MUDARRISUNA (Media Kajian Pendidikan Agama Islam), 6(1), 33–52. Ali, Z. Z. (2017). Pemikiran Hegemoni Antonio Gramsci (1891-1973) di ITALIA. YAQZHAN, 3(2), 63–81. Ambo, N. F., & Mokhsein, S. E. (2019). Trend and Issue in Learning Strategy of Tahfiz Model Ulul Albab (TMUA). International Journal of Academic Research in Business and Social Sciences, 9(7), 1418–1426. https://doi.org/10.6007/ijarbss/v9-i7/6789Anwar, K., & Hafiyana, M. (2018). Implementasi metode ODOA (one day one ayat) dalam meningkatkan kemampuan menghafal al-qur"an. JPII, 2, 181–198. Arief, A. (2014). Pengembangan pendidikan budaya dan karakter bangsa dalam upaya menghadapi tantangan global. TARBIYA: Journal of Education in Muslim Society, 1(2), 215-226. Azra, A. (2017). Surau; Pendidikan Islam Tradisional Dalam Transisi dan Modernisasi. Jakarta: Prenada Media. Baihaki, E. S. (2017). Penerjemahan Al-Qur'an: Proses Penerjemahan al-Qur'an di Indonesia. Jurnal Ushuluddin, 25(1), 44–55. Bashori. (2017). Modernisasi Lembaga Pendidikan Pesantren Perspektif Azyumardi Azra. Jurnal Pendidikan Islam, 11(2), 269–296. Basyit, A. (2019). Pengembangan Manajemen Rumah Tahfidz Al-Qur'an di Indonesia. Tadarus Tarbawy, Vol. 1(2), 163–180. Battersby, Paul, & Siracusa, J. M. . (2009). Globalization and Human Security. United States of America: Royman and Little Field Publisher. Ebrahimi, E. (2011). Spiritual Health and psychosis in the light of Quran. Arak Medical University Journal (AMUJ), 13(5), 1–9. Faturrahman, B. M. (2019). Pemikiran Kritis Sound Governave Terhadap Globalisasi: Pandangan Dari Ali Farazmand. Jurnal Politik Dan Sosial Kemasyarakatan, 11(2), 1689–1699. Firmansyah, R., Ismail, S., Utaberta, N., Yuli, G. N., & Shaari, N. (2020). Student's Perception of Common Rooms in Daarut Tauhid Tahfidz Islamic Boarding School, Bandung. 192(EduARCHsia 2019), 86–89. https://doi.org/10.2991/aer.k.200214.012 George, R., & Goodman, D. (2012). Teori Sosiologi Modern. Jakarta: Kencana Prenada Media Group. Hambali, H. (2017). Globalisasi Dan Pendidikan Pesantren. At-Ta'lim: Media Informasi Pendidikan Islam, 13(2), 213-234. Hidayah, N. (2016). Strategi Pembelajaran Tahfidz Al-Qur'an di Lembaga Pendidikan. Ta'allum, 4(1), 63-81. Hoffman, J. (2007). A Glossary of Political Theory. Edinburgh: Edinburgh University Press. Indrioko, E. (2015). Membangun Citra Publik Dalam Lembaga Pendidikan Islam. UNIVERSUM (Jurnal Keislaman Dan Kebudayaan), 9(No 2), 265–274. https://doi.org/https://doi.org/10.30762/universum.v9i2.92 Karsidi, R. (2017). Budaya lokal dalam liberalisasi pendidikan. The Journal of Society & Media, 1(2), 19–34. Kirana, Z. C. (2017). Pandangan Azyumardi Azra Terhadap Modernisasi Pesantren. INOVATIF: Jurnal Penelitian Pendidikan, Agama Dan Kebudayaan, 3(1), 77–94. Latif, M. K., Jimaain, T., & Jasmi, K. A. (2020). Competence and Method of Teaching Tarannum Al-Quran Among Teachers of Special Class on Reading and Memorizing Al-Quran Skill (KKQ) in Johor. 400(Icream 2019), 249–253. https://doi.org/10.2991/assehr.k.200130.177 Lubis, A. M., & Ismet, S. (2019). Metode Menghafal Alquran Pada Anak Usia Dini di Tahfidz Center Darul Hufadz kota Padang. Aulad : Journal on Early Childhood, 2(2), 8–14. https://doi.org/10.31004/aulad.v2i2.30 Mahjoob, M., Nejati, J., Hosseini, A., & Bakhshani, N. M. (2016). The Effect of Holy Quran V oice on Mental Health. Journal of Religion and Health, 55(1), 38–42. https://doi.org/10.1007/s10943-014-9821-7 Majid, A. (2016). Strategi Pembelajaran. Bandung: Pt Remaja Rosdakarya. Malikah, N., Hidayatullah, F., Asrowi, & Anitah, S. (2020). Inside-Outside: Model of Memorizing Hadith at Elementary Islamic School. 422(Icope 2019), 386–390. https://doi.org/10.2991/assehr.k.200323.155 Marcuse, H. (2012). Perang semesta Melawan Kapitalisme. Jakarta: Gramedia. Moleong. (2017). Metode Penelitian Kualitatif (Vol. Cetakan 37). Bandung: Remaja Rosdakarya. Murniyati. (2017). Implementasi Pendidikan Karakter Religius terhadap Anak Usia Dini. Prosiding Seminar Nasional 20 Program Pascasarjana Universitas PGRI Palembang, (November). Muslimin, A. (2015). Implementasi Metode Halaqah dan Resitasi Dalam Tahfidz Al-Quran di SDIT el-Haq Banjarsari Buduran Sidoarjo. Jurnal Pendidikan Islam, (1), 55–62. Nawaz, N., & Jahangir, S. F. (2015). . Effects of memorizing Quran by heart (Hifz) on later academic achievement. Journal of Islamic Studies and Culture, 3(1), 58-64. Nugraheni, S., & Fakhruddin, F. (2014). Persepsi dan Partisipasi Orang Tua terhadap Lembaga PAUD Sebagai Tempat Pendidikan untuk Anak Usia Dini (Studi pada Orang Tua di Desa Tragung Kecamatan Kandeman Kabupaten Batang). Journal of Nonformal Education and Community Empowerment, 3(2). Nurani, Y., & Dwi, A. (2017). Early Childhood Education Teachers ' Effective Communication Based Teaching Skill. Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017), 118, 723–728. Pieterse, J. N. (2019). Globalization and culture: Global mélange.: Rowman & Littlefield. Pramono, S. Y., & Sofyan, H. (2019). Quality Learning Tahfiz Design in Integrated Islamic Elementary School Sleman Special Region of Yogyakarta. 323(ICoSSCE 2018), 88–94. https://doi.org/10.2991/icossce-icsmc-18.2019.17 Priatna, T., Nurhamzah, Suryana, Y., & Nurdiansah, N. (2015). International Journal of Advanced Trends in Computer Science and Engineering Available Online at http://www.warse.org/ijatcse/static/pdf/file/ijatcse02422015.pdf. 4(2), 15–21. Rifki. (2017). Komersialisasi Pendidikan: Tantangan Bagi Lembaga Pendidikan Islam. I'tibar (Jurnal IlmiahIlmu-Ilmu Keislaman), 4(8), 167–182. Rosyid, M. Z. (2019). Kapitalisme Pendiidkan Islam (Antar Kompetensi dan Keadilan). Akademika:Jurnal Pendidikan, 2(1), 112–123. Rustiawan, H. (2015). Komersialisasi Pendidikan. Tazkiya (Jurnal Keislaman, Kemasyarakatan Dan Kebudayaan), 16(1), 44–63. Sa'diyah, R. (2013). Melatih Kecerdasan Emosi Anak Usia Dini. Jurnal Kependidikan., 18(1), 119–120. Samuel, P. H., & Conley, M. (2019). Dampak arus globalisasi terhadap jalannya demokrasi di indonesia. Juirnal Rectum, I(1), 104–114. Santrock, J. W. (2007). Perkembangan anak. Jakarta: Erlangga. Steger, M. B. (2017). Globalization: A very short introduction (Vol. 86). America: Oxford University Press. Sugiyono. (2017). Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R&D. Bandung: CV. Alfabeta. Sujiono, Y. N. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks.Tadjuddin, M. S., Sani, M. A. M., & Yeyeng, A. T. (2016). Dunia Islam dalam Lintasan Sejarah dan Realitasnya di Era Kontemporer. AL-FIKR V6, 20(2). Taslama. (2014). Keajaiban al-Quran. Surabaya: Penerbit Sygma. Tidjani, A. (2017). Manajemen Lembaga Pendidikan Islam Menghadapi Tantangan Globalisasi. Jurnal Reflektika, 13(1), 96–126. https://doi.org/10.28944/reflektika.v13i1.74 Utama. (2016). Pembumian Jihad dalam Konteks Indonesia Kekinian: Pengentasan Masyarakat dari Kemiskinan dan Keterbelakangan. Jurnal Multikultural & Multireligius, 53. van Glinken, H. (2014). Globalization, Higher Education and Sustainable Development. European Union Rectors' Conference. Kuala Lumpur: Ministry of Higher Education of Malaysia, University of Malaya, Delegation of the European Commission in Malaysia, and Asean – European Union Network Programme. Yusuf, M. (2017). Pendidikan karakter, Konsep Dan Aplikasinya Pada Sekolah Berbasis Agama Islam. Intizam, Jurnal Manajemen Pendidikan Islam, 1(1), 14–22. Zulfitria. (2017). Peranan Pembelajaran Tahfidzal-Quran Dalam Pendidikan Karakter Di Sekolah Dasar. Naturalistic: Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran, 1(2), 124– 134.
In this new issue of the Journal we want to celebrate two pleasant news with our authors and researchers in the field of social sciences and humanities. The first, the inclusion of Análisis in the Redalyc database, one of the most important in Ibero-America in terms of open access. We invite authors and readers to register on this platform and disseminate and make visible the different works that are hosted there. This confirms that the editorial team of the publication continues to maintain a firm commitment to the dissemination of research in humanities in different national and international scenarios.The second news pertains directly to the number available —Practices of reading and writing: anthropology and history of reading—: is a joint effort with the Jorge Tadeo Lozano University and the Caro y Cuervo Institute. Reading practices in Colombia have been studied, in a recurrent way, in pedagogical or didactic scenarios, but there are few works that refer to the relationship between reader, context and readable material. Literacy studies —which includes anthropology, sociology and history as part of their system— open new study routes that focus on the connection between reading and society.This issue consider, in an essential way, that reading is a political act traversed by a series of ideological, economic and social factors that cannot and should not be left aside when studying reading territorialities, circulation, reading spaces, learning processes and, of course, the readers themselves.Central elements of these works are the access category and the imaginaries that are woven around reading and writing. It is impossible to study a reading community and its practices without understanding what are the ways of relating to the circle of readability and without asking, first, if it has places to carry out learning processes or socialization of what is read.Consequently, thinking about the vital relationship between materiality and the reader also leads us to consolidate several questions around the state programs of reading promotion, which, apparently, presuppose an indeterminate reader, without differences or specific characteristics. For this reason, this type of work expresses the commitment that the academy must assume as a reflective and critical entity of such programs.Perceiving reading and its practices as a problem in itself, involves a work of recognition of all invisible agents in institutional approaches and whose voice should take the place it deserves. This issue is, then, a stage to listen to them.Finally, readers and researchers can find in the Pull-out included herein some topics that arise from the different research horizons of this publication: literature, comprehensive education, the problem of corruption and the construction of citizenship in school. ; En este nuevo número de la Revista queremos celebrar con nuestros autores e investigadores en el campo de las ciencias sociales y humanidades dos gratas noticias. La primera, la inclusión de Análisis en la base de datos Redalyc, una de las más importantes en Iberoamérica en lo que al acceso abierto se refiere. Invitamos a los autores y lectores a registrarse en dicha plataforma y difundir y visibilizar los diferentes trabajos que allí se encuentran alojados. De este modo se confirma que el equipo editorial de la publicación sigue manteniendo una apuesta firme por la difusión de la investigación en humanidades en diferentes escenarios nacionales e internacionales.La segunda noticia atañe directamente al número que tienen a sus disposición —Prácticas de lectura y escritura: antropología e historia de la lectura—: es un esfuerzo mancomunado con la Universidad Jorge Tadeo Lozano y el Instituto Caro y Cuervo. Las prácticas lectoras en Colombia han sido estudiadas, de manera recurrente, en escenarios pedagógicos o didácticos, pero son pocos los trabajos que hacen referencia a la relación entre lector, contexto y material legible. Los estudios de literacidad —que incluye la antropología, la sociología y la historia como parte de su sistema— abren nuevas rutas de estudio que se centran en el vínculo entre lectura y sociedad.En este número se considera, de manera esencial, que la lectura es un acto político atravesado por una serie de factores ideológicos, económicos y sociales que no pueden ni deben dejarse de lado a la hora de estudiar territorialidades lectoras, circulación, espacios lectores, procesos de aprendizaje y, claro, a los mismos lectores.Elementos centrales de estos trabajos son la categoría de acceso y los imaginarios que se tejen alrededor de la lectura y la escritura. Resulta imposible estudiar una comunidad lectora y sus prácticas sin comprender cuáles son los modos de relación con el círculo de lo legible y sin preguntarse, en primer lugar, si cuenta con lugares para llevar a cabo procesos de aprendizaje o socialización de aquello que lee.En consecuencia, pensar en la relación vital entre la materialidad y el lector también nos lleva a consolidar varias preguntas alrededor de los programas estatales de promoción de lectura, los cuales, al parecer, presuponen un lector indeterminado, sin diferencias ni características específicas. Por esta razón, este tipo de trabajos expresan el compromiso que la academia debe asumir como ente reflexivo y crítico de tales programas.Concebir la lectura y sus prácticas como un problema en sí mismo conlleva un trabajo de reconocimiento de todos los agentes invisibles en los acercamientos institucionales y cuya voz debe tomar el lugar que merece. Este número es, entonces, un escenario para escucharlos.Finalmente, los lectores e investigadores podrán encontrar en la Separata aquí incluida algunos temas que surgen de los diferentes horizontes investigativos de esta publicación: la literatura, la formación integral, el problema de la corrupción y la construcción de la ciudadanía en la escuela. ; La parution de ce nouveau numéro nous donne l'occasion de célébrer, avec nos auteurs et chercheurs en sciences humaines et sociales, deux bonnes nouvelles. En premier lieu, Análisis vient d'être incorporée à Redalyc, l'une des plus importantes bases de données du monde hispanique en ce qui concerne l'accès ouvert. Nous invitons nos auteurs et nos lecteurs à s'y enregistrer, ainsi qu'à diffuser les travaux qui y sont publiés. Nous confirmons ainsi l'intention qui nous anime, à savoir la diffusion de la recherche en sciences humaines au niveau national et international.Deuxième bonne nouvelle : ce numéro, intitulé Pratiques de lecture et d'écriture : anthropologie et histoire de la lecture, résulte d'un travail mené en accord avec l'Université Jorge Tadeo Lozano et l'Institut Caro y Cuervo. D'habitude, les pratiques de lecture en Colombie ont été analysées dans le cadre de milieux pédagogiques, et ils sont rares les travaux qui prennent acte des rapports entre le lecteur, le contexte et le lisible. Les études concernant la litéralité —dans lesquelles confluent l'anthropologie, la sociologie et l'histoire— ouvrent des nouvelles pistes d'analyse concernant les liens entre lecture et société.En ce sens, les articles qui composent ce numéro tentent de considérer la lecture en tant qu'acte politique, acte dans lequel sont impliqués des facteurs idéologiques, économiques et sociaux qu'il ne convient pas de soustraire à l'analyse des territorialités des lecteurs, de la circulation, des espaces de lecture, des processus d'apprentissage et, bien entendu, des lecteurs eux-mêmes.Un élément central dans ces travaux est, d'une part, la catégorie d'accès, et d'autre part, les imaginaires associés à la lecture et à l'écriture. L'étude d'une communauté de lecteurs et de ses pratiques s'avère impossible sans la compréhension des rapports qu'elle entretien avec le lisible et sans se demander, d'abord, si cette communauté possède les lieux nécessaires pour mener à bien l'apprentissage et la mise en commun de tout ce qui est lu.Par conséquent, une réflexion concernant les liens entre la matérialité et le lecteur appelle à s'interroger sur les plans de promotion de la lecture conçus par l'État, lesquels plans semblent être conçus d'après un lecteur indéterminé, sans différences ni spécifiés. Ce d'ailleurs pourquoi ces travaux expriment bien l'engagement critique et réflexive que l'académie est censée entamer à l'égard des programmes en question.Le fait de concevoir la lecture et les pratiques qui lui sont associées comme un sujet en soi, implique la reconnaissance de tous les agents dont on ne fait pas grand cas dans les approches les plus institutionnels, et ce afin de leur restituer la place d'importance qu'ils méritent d'occuper. Ce numéro se propose d'ouvrir cette place.Finalement, notre Separata fait état de quelques sujets qui surgissent de ce numéro : la littérature, la formation intégrale, le problème de la corruption en politique et la construction de la citoyenneté à l'école.
The provision of career information and guidance throughout a citizen's life has become an issue of great importance worldwide, as societies prepare themselves to meet the challenges that the transition to knowledge-based economies represents. An unprecedented research effort has in fact been initiated by the OECD, which has distributed a dedicated questionnaire to 14 countries internationally in order to create a baseline of information on the current state of policy development in career guidance. That same survey instrument has been used by CEDEFOP to gather data on the remaining EU countries, and by the ETF in relation to 11 ACCs . The World Bank has initiated a parallel review in a number of middle-income countries, again using the OECD questionnaire. The thematic review by these key partners will lead to the development of the most extensive harmonised international database ever on guidance policy and practice. This synthesis report summarises the state of play in the development of career information and guidance in both the education and labour market sectors in Bulgaria, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia. Experts from each of these countries have written a report, structured around the OECD survey and on the basis of their own knowledge of the field, often following extensive consultation with key partners. The broad purpose of this exercise is, first of all, to provide an account of the most recent and most significant developments, trends, challenges and major issues, as well as the strengths and weaknesses, of national career information and guidance systems and policies, in such a way as to render the data susceptible to comparative analysis. Secondly, the synthesis report aims to facilitate the generation of benchmarks, enabling the countries that participated in the review to gauge how well they are doing in career information and guidance provision in relation to other comparable countries, and to facilitate the sharing of good practice. Thirdly, the report should prove to be a useful tool for the development of policy, particularly as ACCs have acknowledged the centrality of lifelong learning in their strategic response to the challenges of integration in the global economy generally, and in the EU more specifically, and the value of career information and guidance throughout life for citizens within that context. The synthesis report consists of six sections, which closely follow the OECD outline in order to facilitate comparison between the different reports once these become available. In the Annex, experts responsible for writing up the detailed country reports have contributed a summary providing an overview of the key elements of the national arrangements for careers information and guidance, outlining the strengths, weaknesses, issues and challenges for their systems. The first section provides a background to the Commission's involvement in the career information and guidance review. It also outlines briefly the geopolitical, economic and cultural contexts of the 11 countries surveyed, particularly in so far as these impact on career guidance provision. The second section focuses on the policy challenges for career information and guidance in terms of national objectives. The latter include the upgrading of the knowledge and skills base of the population, with a view to addressing unemployment, to meeting the demands of knowledge-based economies, and to ensuring that the labour supply and demand are in harmony. Another set of challenges arises from a social policy context that seeks to ensure equitable distribution of education and employment opportunities, with guidance services having a key role to play as active measures in combating early school leaving, facilitating the integration of at-risk groups in both education and the labour market, and reducing poverty. Governments in ACCs – and to a lesser extent, the private sector – have acknowledged the important contribution that career guidance can make in reaching these educational, employment and social objectives, and indeed have launched several initiatives to underscore their commitment to the cause. Nevertheless, while the discourse around career guidance has intensified, it appears that in some cases that discourse has outstripped practice, and plans tend to suffer from a lack of implementation. The third section constitutes the heart of the report, as it considers several aspects that contribute to the more effective delivery of career guidance. An initial focus is the services provided in the education sector. Here attention is given to the extent to which guidance is a stand-alone activity offered infrequently and at key transition and decision-making points, which seems to be the key modality of provision when compared to other models where guidance issues permeate the curriculum. Attention is also given to the initiatives that help to connect the school with the world of work; to the instruments used in delivering guidance; to the groups that are targeted; and to the education sectors where services are non-existent (namely primary schooling), or where they are most present (secondary level), or where they are on the increase (tertiary level, including universities). A second focus is on the employment sector, and the extent to which adults receive guidance as they negotiate occupational and further education and training trajectories in a lifelong learning society. The synthesis report highlights the fact that most adult guidance is offered in the context of public employment services, and that it tends to be remedial in nature, narrowly targeted at unemployed people, with the immediate goal of finding them employment. Other key trends noted are the lack of cross-sectorial collaboration, and the minor involvement of the private sector in the provision of adult guidance, where at best they function as job-brokerage services. One aspect of guidance that has witnessed a great deal of development in most ACCs is the use of ICT (Information and Communication Technology) to ensure more effective and widespread provision of education- and career-related information to the community. There is also a gradual trend to increased input and involvement by stakeholders, and to a shift in the modality of service whereby clients are provided with the resources to assess their needs and aspirations, and to match these with employment opportunities. A key issue cutting across the whole of this section is the lack of a sound evidence base that would permit the evaluation of the effectiveness of the guidance service in reaching its objectives. Section four considers the human and financial resources dedicated to career guidance. In most ACCs, staff involved in offering guidance services have a higher level of education – often in psychology or the humanities – though not all have had specialised pre-service training in the field. Trends include increased opportunities for in-service training, and the gradual professionalisation of career guidance through the specification of entry and qualification routes, the articulation of clearly defined occupational roles, the drawing up of a formal code of ethics, and the formation of associations and networks that may have a research and training function. Most ACCs report that the profession tends to attract women in the main, and that the qualifications and training routes for staff employed in the education sector tend to be different from those for staff engaged in the employment sector. The information about the financial resources allocated to career guidance is extremely sketchy and inconclusive. Most of the budget for careers information and guidance services comes from the state, with few ACCs reporting any substantial investment in the activity by the private sector. Section five synthesises the observations made by experts from the ACCs in terms of the strategic leadership that is exercised in the field of career guidance, and of how this could be strengthened. Despite the fact that there have been several noteworthy developments, a general conclusion that can be drawn is that there is a need for stronger mechanisms to provide coordination and leadership in articulating strategies for lifelong access to guidance within a national policy framework that is both dynamic and adequately resourced. As things stand at the moment, career guidance still tends to be seen by governments as a marginal activity. There is also much scope for a more vigorous role for the private sector and stakeholders, in a field where, curiously, trade union input seems to be particularly weak. Little evaluation is carried out to monitor quality in service provision, or to measure effectiveness, particularly in relation to specific performance targets and outputs. While examples of good practice exist in a number of the countries surveyed, a more robust evidence base is required if guidance is to be provided in a way that responds to the distinct needs of a differentiated clientele. Section six provides a concluding note identifying the main challenges as well as the way forward for career guidance in the countries surveyed. While none of the ACCs on its own holds the key for addressing the most pressing issues that are identified, collectively they certainly provide a rich thesaurus of good practice from which policy-makers and practitioners can draw inspiration. ; peer-reviewed
