yes its a fact that the growth of the art science technology field is occurring
in a context where the arts and humanities are in general under budgetary
attack- your unesco news is part of a growing trend
in our own university at the same time that our art and technology
program and emerging media program are growing with new student enrollment,
there is declining enrollment in arts and humanities- i know in england the
effect of the new evaluation metrics has steadily reduced investment
and i remember seeing a university in canada closed down a humanities department
based on an inadequate student/faculty ratio- the idea of a 'liberal'
arts and sciences
foundation is disappearing
Sundar Sarukkai in his two SEAD white papers (links below) discusses
at length the situation in India
where the recent rapid growth of science and technology universities
with little serious effort to include
the arts and humanities - a 'polytechnic' approach that is common in
some other countries- it will be
interesting to see the path taken by higher education in india
HUMANITIES EDUCATION IN KARNATAKA (A draft note prepared for the
Karnataka Knowledge Commission, Government of Karnataka)
HUMANITIES IN SCIENCE AND TECHNOLOGY INSTITUTES (A CASE STUDY OF ONE
INSTITUTE IN INDIA)
One of the interesting things about robert and michele root
bernstein's work on the impact of early arts and crafts
education on future scientists and engineers is their strong claim
that it can be demonstrated using quantitative
evidence that if you want to train innovators-then the arts and
sciences have to be joined in the cultural imagination
at a very early age.
There is a fun discussion on linked in right now on naked Math as the
Root of All Evil !!
Naked Math is the Root of All Evil
Dr. Diana S. PerdueMathematics Educator & Entrepreneur
Mathematics should have meaning... that requires context. As such, the
latest post on the Solver Blog makes the case that Naked Math (i.e.
math without context) is the root of all (educational) evil. Read more
That's the mission of Rimwe Educational Resources LLC.
It really is that simple. Math is the language of science,
technology, engineering, art, music, nature, and the universe. As
such, it is critical that people, all people, as inhabitors of this
world, understand mathematics. It is the structure behind everything
we build, create, invent, and aspire to do. Sadly, the way we've
taught math in the past has been as a disjoint, disconnected set of
rules to memorize and "do" rather than understand. But fear not,
there is hope! There IS a better way: Rimwe ("rim-way")!
dont know how we work on the UNESCO problem-but sounds like
mobilisation is needed
On Mon, Oct 7, 2013 at 4:32 AM, Jennifer Kanary Nikolov(a)
> HI All,
> Just wanted to point out this new petition about creativity in education in danger of being eliminated from UNESCO, very relevant to this discussion I would say:
> "UNESCO has been busy analyzing and ranking the areas of their work by
> priority, with those areas that receive the lowest ranking being marked
> for elimination. The Creativity programme, within which arts education
> falls, was ranked at the very bottom of UNESCO's 48 priority areas and
> is at risk of elimination. If this happens, UNESCO's invaluable work in
> this area, including the Road Map for Arts Education, the World
> Conferences for Arts Education, the International Arts Education week,
> and all the other projects related to both arts education and creativity
> in the broadest sense, will be terminated and will no longer receive
> support. An additional consequence will be to give our governments yet
> another excuse to de-prioritise Arts Education and to deny both
> promotion of and access to the arts for children and young people"
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