A new epistemic in the Peruvian university: Mental revolution towards university 3.0
Keywords:
Mental revolution, university 3.0, posthumanism, TIC
Abstract
Abstract
The University as an institution has suffered the impact of the new advances in Information and Communication Technology (ICT) and the Internet. The purpose of this theoretical approach is to explore, from a postmodern and posthumanist perspective, philosophical-epistemological reflections on the new scenarios through which the Peruvian university is going and will go through to reorient its goals: as a challenge and ontological objective, in the face of the renewed demands of society. of the third millennium. The methodology used is qualitative through a proposal of discourse analysis and its own argumentative apparatus. The result assumes the need to initiate a change in the conception of the university and promote a mental revolution in all the agents involved in the university institutional environment.
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References
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Best, U. (2016). Competitive internationalisation or grassroots practises of internationalism? The changing international practises of German-language critical geography. Social & Cultural Geography, 17(1), 23-38. https://doi.org/10.1080/14649365.2014.979862
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Burton, C. (1984). The Organizational Conception. Clark, Burton (Ed). Perspectives on Higher Education. Eight Disciplinary and Comparative Views. Los Angeles: University of California Press. pp. 106-131.
Burton, C. (2004). Delineating the Character of the Entrepreneurial University. Higher Education Policy, (17). pp. 355-370.
Deleuze, G. (1985). Cinema 2: L’image-temps. Paris, Les Editions de Minuit.
Derrida, J. (2001). The future of the profession or the university without condition (thanks to the “Humanities,” what could take place tomorrow). Jacques Derrida and the humanities: A critical reader. Cambridge University Press, pp. 24-57.
Dubrovsky, D. (2013). Global Future 2045. Convergent Technologies (NBICS) and Transhumanism Evolution.
Ebbesen, M. (2008). The role of the humanities and social sciences in nanotechnology research and development. NanoEthics, 2(1), 1-13. https://doi.org/10.1007/s11569-008-0033-z
Estrada, Y., Flores, L. y Paulet, M. (2015). Calidad en la educación superior universitaria privada en el Perú. (Tesis magister). Repositorio PUCP. http://hdl.handle.net/20.500.12404/14973
Gorlach, D. (2016). The phenomenon of "clip thinking" in the context of radicalization of transformations of the information environment. Bulletin of the Book Chamber, 5, pp.45-46.
Haraway, D. (2014). Manifiesto para cyborgs. Ciencia, tecnología y feminismo socialista a finales del siglo XX. Mar del Plata: Puente Aéreo.
Hassan, I. (1985). The Culture of Postmodernism. Theory, Culture & Society, 2(3), pp. 119–131. https://doi.org/10.1177/0263276485002003010
Hernandez-de-Menendez, M., Escobar, C. & Morales-Menendez, R. (2020). Educational experiences with Generation Z. Int J Interact Des Manuf 14, pp. 847–859. https://doi.org/10.1007/s12008-020-00674-9
Huxley, J. (2015). Transhumanism. Ethics in Progress, 6 (1), pp. 12-16. https://doi.org/10.14746/eip.2015.1.2
Ivancheva, L. (2017). The rise of modern technoscience: some conceptual considerations from the perspective of S&T studies. BAS, Humanities and Social Sciences, 4(2), 196-207. https://www.papersofbas.eu/images/papers/Papers-2-2017/Papers%20of%20BAS-2-2017-Ivancheva.pdf
Latour, B. (2017). Nunca fuimos modernos. Ensayo de antropología simétrica. Buenos Aires: Siglo XXI Editores.
Li, B. (2022). Research on Information Construction of College Student Management under the Background of Internet. In MATEC Web of Conferences (Vol. 365, p. 01012). EDP Sciences. https://doi.org/10.1051/matecconf/202236501012
Loayza-Maturrano, E. (2023). Competencias digitales y habilidades blandas de los estudiantes universitarios en el aprendizaje electrónico en tiempos de COVID-19. Tierra Nuestra, 17(1), 10-20. https://doi.org/10.21704/rtn.v17i1.2010
Lyotard, J. (2000). La condición posmoderna. Madrid: Cátedra.
Lyotard, J. (1998). Lo inhumano. Charlas sobre el tiempo. Buenos Aires. https://fundacion-rama.com/wp-content/uploads/2023/01/1661.-Lo-inhumano.-Charlas-sobre-el-tiempo-Lyotard.pdf
Lyotard, J., & Brügger, N. (2001). What about the Postmodern? The Concept of the Postmodern in the Work of Lyotard. Yale French Studies, (99), 77-92. https://doi.org/10.2307/2903244
Maletta, H. (2015). Hacer ciencia. Ediciones Universidad del Pacífico.
More, M. (ed.) (2013). The philosophy of transhumanism. The transhumanist reader: Classical and contemporary essays on the science, technology, and philosophy of the human future, pp. 3-17. https://doi.org/10.1002/9781118555927
Ortiz, R. (1998). Universidad y modernización en el Perú del siglo XX. Editorial PUCP. https://doi.org/10.18800/9972420906
Popper, K. (1980). La lógica de la investigación científica. Madrid: Editorial Tecnos.
Prinsloo, E. (2016). The role of the humanities in decolonising the academy. Arts and Humanities in Higher Education, 15(1), 164-168. https://doi.org/10.1177/1474022215613608
Ranisch, R. (ed.) (2014). Post-and transhumanism: An introduction. New York: Peter Lang. https://philpapers.org/rec/RANPAT-15
Sheng, A. (2023). Chinese big learning or narrow minds? In Fit for Purpose? The Futures of Universities (pp. 117-141). https://doi.org/10.1142/9789811268939_0006
Shestopalova, O., & Goncharova, T. (2021). Consideration of clip thinking in aspect of functional asymmetry of the brain. European Humanities Studies: State and Society, (2), pp. 72-84. https://doi.org/10.38014/ehs-ss.2021.2.05
Scharmer, O. (2018). Teoria U: liderar desde el futuro a medida que emerge. Eleftheria, 480.
UNESCO. (1998). Conferencia Mundial sobre la Educación Superior. La educación superior en el siglo XXI: Visión y acción. UNESCO.
UNESCO. (2015). Replantear la Educación ¿Hacia un bien común mundial? UNESCO.
Stoliarov, S. y Menshikova, L. (2023). The Phenomenon of Clip Thinking and Its Role in Electronic Educational Environment. IEEE 24.ª Conferencia internacional de jóvenes profesionales en dispositivos y materiales electrónicos (EDM), Novosibirsk, Federación de Rusia, 2023, pp. 1930-1934, doi: https://doi.org/10.1109/EDM58354.2023.10225065
Trejo, J. (2017). Hacia la Mejora Educativa: Estrategias Disruptivas en el Aula Universitaria. Proyecto RedIC3-UCR. SIEDIN – Facultad de Ciencias, Universidad de Costa Rica. https://ciencias.ucr.ac.cr/documentos/RedIC/Libro-Proyecto%20RedIC3.pdf
Vallina, B. (2015). Formación profesional: Cerrando la brecha entre la credencial y el empleo. Opcion, 31(4), 997-1016. https://produccioncientificaluz.org/index.php/opcion/article/view/20595
Volkodav, T., & Semenovskikh, T. (2017). Dichotomy of the ‘clip thinking’phenomenon. Proceeding of ICEPS, 2, 345-353. ISSN: 2518-2498.
Von Kutzschenbach, M., & Daub, C. (2020). Digital transformation for sustainability: A necessary technical and mental revolution. In New Trends in Business Information Systems and Technology: Digital Innovation and Digital Business Transformation. (Cap.), pp. 179-192. Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-48332-6_12
Walsh, C. (2010). Interculturalidad crítica y (de)colonialidad. Quito. Editorial Abya Yala.
Zamirbekkyzy, M. (2023). New models of university development in the era of the digitalization. In Глобальные проблемы модернизации национальной экономики (Problemas globales de modernización de la economía nacional). (pp. 23-32). https://www.elibrary.ru/item.asp?id=53980780
Published
2024-08-01
How to Cite
Loayza Maturrano, E. F. (2024). A new epistemic in the Peruvian university: Mental revolution towards university 3.0. EDUCARE ET COMUNICARE Revista De investigación De La Facultad De Humanidades, 12(1), 83-93. https://doi.org/10.35383/educare.v12i1.1128
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Copyright (c) 2024 Edward Faustino Loayza Maturrano
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