a column by Jacques Bughin and Christopher Pissarides for VOX: CEPR’s Policy Portal
Europe’s social contracts to protect their citizens from socioeconomic risks are based on an inclusive growth model characterised by a more egalitarian view of revenue generation and distribution. But this model is under strain, with various global trends placing upward pressure on inequality that could intensify.
This column suggests that keeping the essence of Europe’s current inclusive growth model does not preclude it from adapting its current social contracts to protect its citizens, whatever the disruptions that lie ahead.
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Showing posts with label digital_technology. Show all posts
Showing posts with label digital_technology. Show all posts
Friday, 4 January 2019
Wednesday, 26 February 2014
Greening the Net Generation: Outdoor Adult Learning in the Digital Age
an article by Pierre Walter (University of British Columbia) published in Adult Learning Volume 24 Issue 4 (November 2014)
Abstract
Adult learning today takes place primarily within walled classrooms or in other indoor settings, and often in front of various types of digital screens. As adults have adopted the digital technologies and indoor lifestyle attributed to the so-called Net Generation, we have become detached from contact with the natural world outdoors. As a result, many of us are beginning to experience a variety of often debilitating physical, emotional, and mental health problems.
At the same time, recent adult education scholarship shows the benefits of restorative, natural experiences in the outdoors, their contribution to adult learning and positive effects on our emotional, physical, and mental health. This paper identifies two themes in outdoor learning for adults:
(a) cultural, spiritual, and transformative learning in natural settings and
(b) survival, group, and leadership learning in the wilderness.
It then offers suggestions for integrating digital technology into outdoor adult learning and offers conceptual parallels to thinking and activities in the digital world in relation to adult learning.
Abstract
Adult learning today takes place primarily within walled classrooms or in other indoor settings, and often in front of various types of digital screens. As adults have adopted the digital technologies and indoor lifestyle attributed to the so-called Net Generation, we have become detached from contact with the natural world outdoors. As a result, many of us are beginning to experience a variety of often debilitating physical, emotional, and mental health problems.
At the same time, recent adult education scholarship shows the benefits of restorative, natural experiences in the outdoors, their contribution to adult learning and positive effects on our emotional, physical, and mental health. This paper identifies two themes in outdoor learning for adults:
(a) cultural, spiritual, and transformative learning in natural settings and
(b) survival, group, and leadership learning in the wilderness.
It then offers suggestions for integrating digital technology into outdoor adult learning and offers conceptual parallels to thinking and activities in the digital world in relation to adult learning.
Wednesday, 6 June 2012
A library is not the books: an ethical obstacle to the digital library
an article by James M. Donovan, (College of Law Library, University of Kentucky, USA) published in Journal of Information, Communication and Ethics in Society Volume 10 Issue 2 (2012)
Abstract
Purpose
The purpose of this paper is to demonstrate that libraries do not inevitably arise from the aggregation of information, and to apply this result to critique the meaningfulness of the idea of a “digital library.”
Design/methodology/approach
Three independent arguments demonstrate that libraries are more than the sum of the books that they contain: first, the logical argument, which analyses the internal consistency of claims for the superiority of electronic formats; second, the semantic argument, which examines ordinary language to isolate the core requirements of what it means to be a “library”; and third, the ethical argument, which identifies the source of the unique phenomenological experience of encounter with the library.
Findings
It is found that the three arguments each refute the view that “library” is the collective noun for “book”, and argue instead that it is an emergent concept that offers to its community a reflection of the local cultural knowledge through the ordinary selection and organization practices that distinguish libraries from other book accumulations. Against that understanding the idea of a comprehensive and universal digital library fails on the essential criteria of selectivity and organization. While such products can be powerfully useful, they offer something distinct from libraries. When we lose sight of this difference we risk losing the inherent and irreducible values embodied by libraries.
Originality/value
The paper’s arguments provide a reasoned infrastructure to several beliefs that are both common and unexamined.
Abstract
Purpose
The purpose of this paper is to demonstrate that libraries do not inevitably arise from the aggregation of information, and to apply this result to critique the meaningfulness of the idea of a “digital library.”
Design/methodology/approach
Three independent arguments demonstrate that libraries are more than the sum of the books that they contain: first, the logical argument, which analyses the internal consistency of claims for the superiority of electronic formats; second, the semantic argument, which examines ordinary language to isolate the core requirements of what it means to be a “library”; and third, the ethical argument, which identifies the source of the unique phenomenological experience of encounter with the library.
Findings
It is found that the three arguments each refute the view that “library” is the collective noun for “book”, and argue instead that it is an emergent concept that offers to its community a reflection of the local cultural knowledge through the ordinary selection and organization practices that distinguish libraries from other book accumulations. Against that understanding the idea of a comprehensive and universal digital library fails on the essential criteria of selectivity and organization. While such products can be powerfully useful, they offer something distinct from libraries. When we lose sight of this difference we risk losing the inherent and irreducible values embodied by libraries.
Originality/value
The paper’s arguments provide a reasoned infrastructure to several beliefs that are both common and unexamined.
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