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Aunque en los últimos años se ha avanzado mucho en la consecución de la igualdad de género, todavía queda mucho camino por recorrer al respecto. A estos efectos, resultaba esencial que, en una sólo obra, se pusieran de manifiesto distintos problemas y obstáculos prácticos que, pese a los esfuerzos realizados, todavía dificultan la plena consecución de la igualdad de género. Sin duda, no se trata éste de un tema cerrado, sino sólo de una primera aproximación aparte de los muchos aspectos que todavía hoy impiden alcanzar una plena igualdad de género en la sociedad del siglo XXI. Con el fin de que esta obra colectiva cumpla la finalidad de realizar propuestas claras y concretas, se ha estructurado en forma de colaboraciones de corta dimensión que aporten, de forma rápida y concisa, una visión de conjunto y permitan reflexionar sobre aspectos de variada tipología que, todavía hoy, de forma directa o indirecta, siguen influyendo sobre la igualdad de género.De esta manera, la educación, la historia, la sociología, la antropología, la medicina, la psicología, el derecho, la literatura, el cine y los medios de comunicación, se unen, de forma coordinada y estructurada, para ofrecer una visión global de los distintos aspectos pendientes de respuesta en relación con la igualdad efectiva entre mujeres y hombres. Y es que, tal y como la realidad se ocupa cada día de demostrar, sólo abordando el problema desde un punto de vista multidisciplinar se podrá avanzar hacia la plena consecución del objetivo deseado, pues las iniciativas puntuales y aisladas suelen ser infructuosas. En resumen, con los distintos estudios que integran esta obra colectiva, se ha querido poner de manifiesto que lograr una transformación social requiere emprender simultáneamente un cambio cultural, legal y educativo importante, sin el cual, la plena igualdad de género será sólo una utopía.
This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.
Since its inception, anthropology's authority has been based on the assumption that it is a unified discipline emanating from the West. In an age of heightened globalization, anthropologists have failed to discuss consistently the current status of their practice and its mutations across the globe. World Anthropologies is the first book to provoke this conversation from various regions of the world in order to assess the diversity of relations between regional or national anthropologies and a contested, power-laden Western discourse. Can a planetary anthropology cope with both the 'provincial cosmopolitanism' of alternative anthropologies and the 'metropolitan provincialism' of hegemonic schools? How might the resulting 'world anthropologies' challenge the current panorama in which certain allegedly national anthropological traditions have more paradigmatic weight - and hence more power - than others? Critically examining the international dissemination of anthropology within and across national power fields, contributors address these questions and provide the outline for a veritable world anthropologies project.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
One of the reasons for the study of the Greek and Roman classics is their perpetual relevance. In no area can this position be more clearly defended than in the investigation of the feminine condition, for it was here that basic attitudes derogatory to the sex were molded by legal and social systems, by philosophers and poets, and by the thinking of men long since gone. Women in the Ancient World brings together essays that examine philosophy, social history, literature, and art, and that extend from the early Greek period through the Roman Empire. Their wide range of critical perspectives throws new light on the personal, political, socio-economic, and cultural position of women.
The aim of this report is to present an overview of the 17 Goals using data currently available to highlight the most significant gaps and challenges.
Presents a people-centred approach to development.