[研究論文]Paideia as Dialetheia?

In celebration of Professor Nishihira, who retires this year, this piece examines to what his extent his work may be understood as dialetheism. In providing a view of paideia as dialetheia, we may elaborate the educational dimensions of a view of reality as contradictory, as captured in the key phrase Double Eyes. In this way, we may be able to connect long-standing traditions in clinical-philosophical pedagogy with a wider range of recent intellectual projects and problématiques worldwide

Between Faith and Science: World Culture Theory and Comparative Education

La teoría de la cultura mundial trata de explicar la aparente convergencia de la educación a través de la perspectiva neoinstitucionalista, entendiendo que la racionalización global de la educación está impulsada por la lógica de la ciencia y el mito del progreso. A pesar de las críticas recibidas basadas en las diferentes manifestaciones locales de las tendencias mundiales, tal crítica está cómodamente instalada en la teoría de la cultura mundial. Nuestra aportación a este debate se realiza desde una nueva perspectiva, a través del examen de sus fundamentos ideológicos. Se destaca también el cambio que se ha producido desde las nociones de mito y representación hacia la defensa de modelos particulares, y se muestra que la teoría de la cultura mundial puede convertirse en normativa, al mismo tiempo que oscurece nuestra visión sobre la convergencia política. Por último, se estudia la crítica de los métodos de investigación y las evidencias en la cultura mundial. Se argumenta que este tipo de investigación, aunque fracasa en apoyar sus propias afirmaciones, en realidad produce cultura mundial, ya que los supuestos y los parámetros establecidos crean una imagen importante de consenso y homogeneidad que los teóricos de la cultura mundial esperan que sea aceptada como base empírica.World culture theory seeks to explain the apparent educational convergence through a neoinstitutionalist lens, seeing global rationalization in education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is comfortably accommodated within world culture theory. We approach the debate from a fresh perspective by examining its ideological foundations. We also highlight its shift from notions of myth and enactment toward advocacy for particular models, and we show that world culture theory can become normative, while obscuring our view of policy convergence. Finally, we critique the methods and evidence in world culture research. We argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept ― in faith ― as empirically grounded.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

Comparative Genomic Analysis of Human Fungal Pathogens Causing Paracoccidioidomycosis

Paracoccidioides is a fungal pathogen and the cause of paracoccidioidomycosis, a health-threatening human systemic mycosis endemic to Latin America. Infection by Paracoccidioides, a dimorphic fungus in the order Onygenales, is coupled with a thermally regulated transition from a soil-dwelling filamentous form to a yeast-like pathogenic form. To better understand the genetic basis of growth and pathogenicity in Paracoccidioides, we sequenced the genomes of two strains of Paracoccidioides brasiliensis (Pb03 and Pb18) and one strain of Paracoccidioides lutzii (Pb01). These genomes range in size from 29.1 Mb to 32.9 Mb and encode 7,610 to 8,130 genes. To enable genetic studies, we mapped 94% of the P. brasiliensis Pb18 assembly onto five chromosomes. We characterized gene family content across Onygenales and related fungi, and within Paracoccidioides we found expansions of the fungal-specific kinase family FunK1. Additionally, the Onygenales have lost many genes involved in carbohydrate metabolism and fewer genes involved in protein metabolism, resulting in a higher ratio of proteases to carbohydrate active enzymes in the Onygenales than their relatives. To determine if gene content correlated with growth on different substrates, we screened the non-pathogenic onygenale Uncinocarpus reesii, which has orthologs for 91% of Paracoccidioides metabolic genes, for growth on 190 carbon sources. U. reesii showed growth on a limited range of carbohydrates, primarily basic plant sugars and cell wall components; this suggests that Onygenales, including dimorphic fungi, can degrade cellulosic plant material in the soil. In addition, U. reesii grew on gelatin and a wide range of dipeptides and amino acids, indicating a preference for proteinaceous growth substrates over carbohydrates, which may enable these fungi to also degrade animal biomass. These capabilities for degrading plant and animal substrates suggest a duality in lifestyle that could enable pathogenic species of Onygenales to transfer from soil to animal hosts.National Institute of Allergy and Infectious Diseases (U.S.)National Institutes of Health. Department of Health and Human Services (contract HHSN266200400001C)National Institutes of Health. Department of Health and Human Services(contract HHSN2722009000018C)Brazil. National Council for Scientific and Technological Developmen

Theorizing Educational Policy Transfer in an Era of Globalization : Some Comparative Analyses of Japan and Nepal

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Foro de educación

Monográfico con el título Asia ante la educaciónTítulo, resumen y palabras clave en español e inglésResumen basado en el de la publicaciónLa educación está siendo imaginada de nuevo en todo el mundo. Sin embargo, el lugar donde está siendo más puesta a prueba, explorada y criticada es en Asia. Esta nueva era percibe los fenómenos sociales como poli-céntricos y poli-contextuales y no como algo bilateral ni unidireccional. Asia es el lugar donde se ve el crecimiento y compromiso más espectacular de la educación en el siglo XXI. El caso de Japón puede verse, con sus múltiples enfoques, como el símbolo de esta conversión global, que responde a las características transnacionales y transculturales de esta nueva era. La combinación del confucionismo y de actitudes norteamericanas, europeas y globales -que tienen un impacto también en otras naciones en Asia en Japón representa la vanguardia de una nueva concepción de la educación, que tiene el movimiento como su tema y estrategia centrales.ES

Education in Japan: testing the limits of asian education

A re-imagining of education is taking place throughout the world with the 21st century in mind and nowhere is this being tested, probed, and critiqued more than in Asia. This new era sees social phenomena as polycentric and polycontextual rather than bilateral or unidirectional. Asia is first and foremost where education in the 21st century is seeing its most spectacular engagement and growth. We view the Japa- nese example with its multiple, textured approaches as one of the heralds of this new global conversation for an education that responds to the transnational, transcultural characteristics of the new age that has daw- ned upon us. Combining Confucian, North American, European, and global approaches – all of which are having an impact on other nations of Asia – Japan represents the cutting edge of a new wave for understan- ding education that has movement as a central motif and strategy.</div