New Paradigms in Education, Knowledge and Communication in the Age of Globalisation

  • Autor:

  • Editura: Editura Universitară

    ISBN: 978-606-591-993-8

    Doi: 10.5682/9786065919938

  • Anul publicării:

    Ediţia: I

    Pagini: 279

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Cuprinsul cărţii New Paradigms in Education, Knowledge and Communication in the Age of Globalisation


Preface. Towards Innovation and Creativity in  Critical Thinking and / 5

Chapter 1. HIGHER EDUCATION AND THE REFORM PROCESS/ 7

THE NEW PARADIGM  OF HIGHER EDUCATION   IN THE KNOWLEDGE SOCIETY/ 9

University and the building of Europe/ 11

The classical university mode/ 13

From the Bologna University  to the Bologna Process/ 16

A new educational paradigm/ 22

The University of the Future  versus the Classic University? Antagonic or Complementary  paradigms?/ 25

THE PARADIGM SHIFT OF EUROPEAN HIGHER EDUCATION 

UNDER THE BOLOGNA PROCESS  MASSIFICATION OF ACADEMIC EDUCATION –  A SOLUTION FOR THE KNOWLEDGE SOCIETY?

Introduction The reform of higher education -  an objective necessity/29

1. The University, the area of elites  and elite knowledge /31

2.Massification - the new paradigm  of higher education/ 33

2.1. Massification - a historic overview/ 33

2.2 Massification of higher education  within the Bologna Process/ 34

2.2.1. Massification on the social-human coordinate/ 36

2.2.2.  Massification on the temporal coordinate/ 37

2.2.3. Massification on the educational coordinate / 39 2.3.  An institution of massification:  the inclusive and responsive University/ 40

3.  Massification: openings, benefits, risks / 42

3.1.Massification - from university “literacy” to specialization / 42

3.2. The risks of massification/44

3.2.1.  Massification of quality and the risk of mediocrization 45 3.2.2.  The institutional inflation, massification and the quality crisis in Romanian higher education / 46

4.  The model of elite in the massification context: a challenge for higher education/48

4.1. Quality, efficiency and performance - the sustainable model of the higher education development in the era of massification and Globalisation/48

4.2.  The future of higher education from the European perspective:The Declaration of Aarhus/50

Conclusions. From the Medieval University to the Global University/52

A CHALLENGE TO EUROPEAN EDUCATION PHILOSOPHY:  

THE LIFELONG LEARNING  CONCEPT/55

1.Lifelong learning: from idea to a higher education reality/57

2.European Universities’ Charter  on Lifelong Learning/ 61

3.The importance of lifelong learning for 

the knowledge society /69

Chapter 2. MULTILINGUALISM AND COMMUNICATION – NEW DIMENSIONS AND CHALLENGES /73

THE LINGUISTIC  REGIME OF THE EUROPEAN UNION.  A MULTILINGUAL UNION UNDER THE AEGIS OF THE PRINCIPLE OF THE NEW EUROPEAN HUMANISM:  UNITY IN DIVERSITY /75

The challenge to national spirit/76

 The universal declaration  of linguistic rights/80

 A multilingual union:  the status of national languages/ 82

 The principle of the new european humanism: unity in diversity/90

Conclusions /. 95

REFORMING FOREIGN LANGUAGE TEACHING IN EUROPE. MULTILINGUAL EDUCATION, CURRICULAR CHANGES, INNOVATION AND CREATIVITY IN TEACHING, DIVERSIFYING TEACHING METHODS/97

 I. Common European Framework of Reference for Languages (CEFR) and the development of language policies/98

Policy instruments devoted to multilingualism/ 99

Social cohesion and intercultural understanding./ 100

New realities, new demands/ 102

II. Plurilingual education,  a European priority/ 103

Foreign languages teachers: diverse roles, missions  and Responsabilities/105

Didactic innovation and creativity, multidisciplinary approaches for a culture of plurilingualism/107

Harmonization of the didactic methods. The integrated management of foreign language teaching/108

 Curricular changes for teaching  and learning foreign languages/ 110

Teaching foreign languages:  diversified methods for diverse groups/ 115

Conclusions/118

FOREIGN LANGUAGE TEACHING AND LEARNING –  A EUROPEAN PRIORITY, A NECESSITY OF HIGHER 

EDUCATION IN THE GLOBALISATION ERA/121

The foreign languages  in the European Union policy/ 123

The european year of languages/125

European evolutions in the multilingualism area/ 128

Education and Training 2010/128

 Action plan on language learning and linguistic diversity/ 129

 Foreign languages studying in higher education/ 133

Academic education and scientific research 

for the Knowledge Society/ 133

Foreign languages, outstanding role in higher  education and scientific research/ 135

Specialized Communication in Foreign Languages/135

An extension of perspective: communication and knowledge / 136

Opportunities in education, formation,  research,  culture, knowledge/ 137

Multilingual competencies – a passport to  the professional and personal development /138

Foreign languages for the academic and research staff/ 138

Foreign languages: challenges at managerial level and teaching level/ 141

Foreign languages in lifelong learning programs / 142

Conclusions /144

 FOREIGN LANGUAGES IN HIGHER EDUCATION: OPEN GATES TO

ELITE EDUCATION, CULTURE  AND KNOWLEDGE/147

European Union – a multilingual  and multicultural space/ 148

Europe of Knowledge, Bologna Process and  Foreign Languages//151

The Official Regime of Foreign Languages in  Higher Education/ 154

Criticism of Foreign Languages Reception in  Academic Education/ 158

Foreign Languages: Open Gates to Communication  and knowledge/ 161

Globalisation Process and the Languages  of  International Circulation / 165

Conclusions - A priority worldwide/ 168

Chapter 3. ENGLISH  OR HOW TO COMMUNICATE  IN THE TOWER OF BABEL/171

ENGLISH – THE ‘LATIN’ OF GLOBALISATION. CHALLENGES 

FOR THE HIGHER EDUCATION/173

Tower of Babel –  the beginning of linguistic diversity/174

Languages of international circulation  of civilization 

and culture/ 176

The Ejection from the Primordial Language and the  Nostalgia of the Sole Language/ 180

The World Expansion of English/ 181

English – Language of Globalisation/185

Towards a New Common Language  of Humanity?/ 189

English: Instrument of Communication,  Means of Knowledg/ 192

English in Higher Education/ 194

Conclusions:  Tower of Babel before Mixing-up the Languages //198

THE SUPREMACY OF ENGLISH LANGUAGE  IN COMMUNICATION AND KNOWLEDGE. METAMORPHOSES AND DIMENSIONS OF MULTILINGUALISM IN THE ROMANIAN SPACE/203

Foreign Languages and Multilingualism  in the Romanian Recent History/204

 Education for Multilingualism and Multiculturalism  in the European Spirit/ 207

In the Empire of English Language / 210

Real Competencies, Imaginary Competencies  of Communication in English/214

An Urban Myth of Communication:  Easy Use and  Accessibility  of English Language /. 216

The Need for Real Competencies in English/ 218

A Pragmatic Approach in Higher Education –  Specialized Communication in English/ 220

A paradigm shift in the perception  of English language/ 223

Conclusions:  A path of personal becoming/ 226

ENGLISH – THE LANGUAGE OF IT COMMUNICATION,   IN-FORMATION, EDUCATION AND KNOWLEDGE. 

THE E-PARADIGM  AND ITS DOUBLE MEANING/229

The IT Revolution in Communication, Education and Knowledge./231

The Informatization of Human Existence. The Transfer from the Real Life  into the Virtual Realm?/232

English – the Language of IT and Internet/235

English Language and ICT: the  New Paradigm of Communication and Knowledge. The E-Paradigm /237 Communication/ 239

In-Formation/ 240

Education: E-learning.  Computer-based learning// 241

Knowledge/ 243

Study of English Language – a Necessity  of Higher Education in the Era of Knowledge and Globalisation/ 245

Conclusions: The Linguistic and Technological Model  of Human Development in the Third Millennium / 249  

Chapter 4. MULTICULTURALISM AND GLOBALISATION/251

CULTURAL PARADIGMS IN THE ERA OF GLOBALISATION. FROM TRADITION TO POSTMODERNISM IN CHINA’S CIVILIZATION  AND CULTURE/253

BIBLIOGRAPHY/263

 

Cuvânt înainte New Paradigms in Education, Knowledge and Communication in the Age of Globalisation

The volume brings together scientific and cultural studies in interconnected areas: the reform of European higher education, academic education and scientific research, communication, multilingualism and multiculturalism, all of them situated under the aegis of knowledge in the Age of Knowledge and Era of Globalisation. The studies are the result of the author’s scientific research, in an inter- and transdisciplinary holistic approach, which aims to highlight the processes of change in the areas addressed, their essence and importance for education, research, science, culture, communication and knowledge. These studies, published in various scientific Romanian reviews, are issued in a volume in order to make a range of information, data, ideas and interpretations related to the higher education and scientific research fields, but also to broader areas of multilingual and multicultural knowledge and communication accessible to academics, researchers, and to all categories of interested public. 

The volume New Paradigms in Education, Knowledge and Communication in the Age of Globalisation is structured in four chapters: Higher Education and the Reform Process, Multilingualism and Communication - New Dimensions and Challenges, English or How to Communicate in the Tower of Babel, Multiculturalism and Globalisation. The first chapter discusses the changes taking place in higher education and scientific research in Europe under the Bologna Process, highlighting the implications of these changes on the educational process itself, on the quality and efficiency of education, on the development of scientific research, on knowledge as a whole. Concepts as quality, excellence, innovation and creativity, inclusive and responsive universities, massification, lifelong learning etc. are critically examined in a critique of the reform that reveals its advantages and benefits, but also the risks involved by some processes, such as massification, for example. The second chapter discusses the philosophy of the EU unity in diversity leading principle, analyzes the multilingualism and multiculturalism concepts in European and global context, stressing on the importance of multilingual education policies at national, European and global levels. In this context, the higher education institutions have a crucial role in the development of multilingual education, in foreign languages teaching and learning. That is why chapters two and three are focused on their role in foreign languages teaching and learning, in language skills training, in the development of multilingual and multicultural communication competencies with undergraduates and postgraduates. The third chapter underlines the special status of English language – lingua franca, universal language – in the Globalisation Era. English is the language of communication and knowledge, the language of globalisation in the current era of humanity and, probably, in the future time. Therefore learning and mastering it to the highest standards of proficiency should be a central concern of the higher education institutions. The fourth chapter deals with the theme of multiculturalism and globalisation through a case study, that attempts to capture the spectacular metamorphoses of the current reality of China, a fascinating synthesis of millenary civilization, avant-gardism and postmodernism with universal openness, in the Era of Globalisation.

Through the ideas and interpretations it launches, the volume New Paradigms in Education, Knowledge and Communication in the Age of Globalisation is an open work, a challenge to innovation and creativity through critical thinking related to the nowadays evolutions, shaping the individual’s and the world’s existence, aiming to the advancement of knowledge and to the elevation of the human spirit, beyond the frontiers of the present. 

 

The Author

Despre autor

Sorin Ivan

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