viernes, 22 de mayo de 2009
jueves, 21 de mayo de 2009
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---------------------------- Mensaje original ----------------------------
Asunto: VI FORO: Nuevo plazo presentación trabajos: 30 MAYO
De: FORO DE EVALUACIÓN
Fecha: Jue, 21 de Mayo de 2009, 5:13 pm
Para: undisclosed-recipients:;
--------------------------------------------------------------------------
AMPLIACIÓN DE PLAZO PARA PRESENTACIÓN DE TRABAJOS:30 DE MAYO
Se informa que debido a problemas de acceso de algunos navegadores a los
enlaces de los impresos para presentación de trabajos al "VI FORO SOBRE LA
EVALUACIÓN DE LA CALIDAD DE LA EDUCACION SUPERIOR Y LA INVESTIGACIÓN", se
amplia el plazo hasta el día 30 de Mayo.
IMPORTANTE: Sólo se puede acceder con Internet Explorer.
Para más información:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page352.htm
IMPORTANTE, AVANCE DE PROGRAMA:
CONFERENCIAS:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page538.htm
SESIONES APLICADAS:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page984.htm
SIMPOSIOS INVITADOS:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page1167.htm
El Comité Organizador
---------------------------- Mensaje original ----------------------------
Asunto: VI FORO: Nuevo plazo presentación trabajos: 30 MAYO
De: FORO DE EVALUACIÓN
Fecha: Jue, 21 de Mayo de 2009, 5:13 pm
Para: undisclosed-recipients:;
--------------------------------------------------------------------------
AMPLIACIÓN DE PLAZO PARA PRESENTACIÓN DE TRABAJOS:30 DE MAYO
Se informa que debido a problemas de acceso de algunos navegadores a los
enlaces de los impresos para presentación de trabajos al "VI FORO SOBRE LA
EVALUACIÓN DE LA CALIDAD DE LA EDUCACION SUPERIOR Y LA INVESTIGACIÓN", se
amplia el plazo hasta el día 30 de Mayo.
IMPORTANTE: Sólo se puede acceder con Internet Explorer.
Para más información:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page352.htm
IMPORTANTE, AVANCE DE PROGRAMA:
CONFERENCIAS:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page538.htm
SESIONES APLICADAS:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page984.htm
SIMPOSIOS INVITADOS:
http://www.ugr.es/%7Eaepc/VIforop/index_archivos/Page1167.htm
El Comité Organizador
"The Global Scientific Affair"
"The Global Scientific Affair"
From Global Education to Global, Global Science
Global Education, according to David Selby and others, work in a world of four dimensions:
1) Espace, 2) Time, 3) Subjects and 4) Observer.
http://www.informaworld.com/smpp/content~content=a758504325~db=all
For us, then a mesospecialist biologist, was a true conceptual revolution to find the observer, the subjective dimension included. As you know, scientific language try to be objective, in spite of its ineludible subjective realities.
But not less was the conceptual revolution of including the diversity (of subjects) in one dimension.
Specialist scientists work mainly in several interrelated subjects. Apart from that, a enormous field of diversity (of subjects) extend "outdoors" that are, for specialist, a "world apart", a unknown and big semantic territory; and very improbable to be known from his/her "stenoic" point of view.
Now we may say that to discover Selby's Global Education with its four-dimension semantic space was an internal (observer' dimension) revolution. In this moment, about 15 years later, we must accept that we didn't were aware of that process revolution. Anyway we got abduced by Selby's model, because its great synthetic power. We knew Selby Global Education through a dynamic workshop organised by EDUMA, aplying open and cooperative learning methods; very distant, in general, from "encapsulated" and static activities in university hierarchical classrooms.
For the sake of our discourse, we are reducing "the irreducible" Selby's four-dimension semantic space to three dimensions. We sume (space+time) in one dimension. In this way, each moment in our lives, we are 1) observer/s, in 2) one space-time, and 3) a diversity (of subjects).
There are many new scientific theories that are generally unknown in the classrooms. The term "Global Science" has been applied almost exclusively to System Earth Science.
System Earth Science is a new discipline that try to make a convergence from the many sciences whose cooperation among them results as vital as our own survival. System Earth Science try to reconnect a "loosy" and heterogeneous knowledge landscape resulting from the "mania" to divide and separate knowledge in more and more specialties.
Of course the march of all this "army" of specialists, as modern "conquerors", has been absolutely with success!! We think that we have enough science to live without main problems the next several centuries! We have so much good, and integrative! (or inclusive) science nowdays...
But why we thought (think) that we had (or have) problems? Science, according to Comte, in the beginning of nineteen century, is the "motor of progress". Progress would be the "continuous increase in quality of life".
But if we look at society today, we see many problems in many places. Of course mass media tend to be far from objective observers. How much new scientific theories have merited a significant space in mass media?
We said that many of these new scientific theories are "inclusive", in spite of being developped in small "tribal semantic territories". That means which that theories when transmitted openly to society give place to a multiplicative effect.
This multiplicative effect comes from the fact that being "integrative", or "inclusive", that new scientific theories are going to be easily transmitted to many other fields of knowledge. And, in this way, they are going to be known and neuro-semantically integrated in society life and consciousness.
One key to understand actual "global scientific affair" is the paradox that all these new and science, in spite of being discovered and transmitted through scientific channels, colonising in different degrees different fields of scientific knowledge, keep very far a general colonisation, or "critical-mass" enough to render their societal and knowledge consequences.
The Global Scientific Affair may be summarised with a term: INEFFICIENCY!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
From Global Education to Global, Global Science
Global Education, according to David Selby and others, work in a world of four dimensions:
1) Espace, 2) Time, 3) Subjects and 4) Observer.
http://www.informaworld.com/smpp/content~content=a758504325~db=all
For us, then a mesospecialist biologist, was a true conceptual revolution to find the observer, the subjective dimension included. As you know, scientific language try to be objective, in spite of its ineludible subjective realities.
But not less was the conceptual revolution of including the diversity (of subjects) in one dimension.
Specialist scientists work mainly in several interrelated subjects. Apart from that, a enormous field of diversity (of subjects) extend "outdoors" that are, for specialist, a "world apart", a unknown and big semantic territory; and very improbable to be known from his/her "stenoic" point of view.
Now we may say that to discover Selby's Global Education with its four-dimension semantic space was an internal (observer' dimension) revolution. In this moment, about 15 years later, we must accept that we didn't were aware of that process revolution. Anyway we got abduced by Selby's model, because its great synthetic power. We knew Selby Global Education through a dynamic workshop organised by EDUMA, aplying open and cooperative learning methods; very distant, in general, from "encapsulated" and static activities in university hierarchical classrooms.
For the sake of our discourse, we are reducing "the irreducible" Selby's four-dimension semantic space to three dimensions. We sume (space+time) in one dimension. In this way, each moment in our lives, we are 1) observer/s, in 2) one space-time, and 3) a diversity (of subjects).
There are many new scientific theories that are generally unknown in the classrooms. The term "Global Science" has been applied almost exclusively to System Earth Science.
System Earth Science is a new discipline that try to make a convergence from the many sciences whose cooperation among them results as vital as our own survival. System Earth Science try to reconnect a "loosy" and heterogeneous knowledge landscape resulting from the "mania" to divide and separate knowledge in more and more specialties.
Of course the march of all this "army" of specialists, as modern "conquerors", has been absolutely with success!! We think that we have enough science to live without main problems the next several centuries! We have so much good, and integrative! (or inclusive) science nowdays...
But why we thought (think) that we had (or have) problems? Science, according to Comte, in the beginning of nineteen century, is the "motor of progress". Progress would be the "continuous increase in quality of life".
But if we look at society today, we see many problems in many places. Of course mass media tend to be far from objective observers. How much new scientific theories have merited a significant space in mass media?
We said that many of these new scientific theories are "inclusive", in spite of being developped in small "tribal semantic territories". That means which that theories when transmitted openly to society give place to a multiplicative effect.
This multiplicative effect comes from the fact that being "integrative", or "inclusive", that new scientific theories are going to be easily transmitted to many other fields of knowledge. And, in this way, they are going to be known and neuro-semantically integrated in society life and consciousness.
One key to understand actual "global scientific affair" is the paradox that all these new and science, in spite of being discovered and transmitted through scientific channels, colonising in different degrees different fields of scientific knowledge, keep very far a general colonisation, or "critical-mass" enough to render their societal and knowledge consequences.
The Global Scientific Affair may be summarised with a term: INEFFICIENCY!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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