A Handbook for Future Academics
“With accelerated climate change the fragility of our planet is becoming more and more apparent. Persistent inequalities, social fragmentation, and political extremism are bringing many societies to a point of crisis ... Knowledge and learning are humanity’s greatest renewable resources for responding to challenges and inventing alternatives. Yet, education does more than respond to a changing world. Education transforms the world ... [with] ways of being and knowing in order to leverage humanity’s collective intelligence ... [so that] knowledge and learning can shape the future of humanity and the planet.”[1]
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“No problem is at once more delicate and more profound, more practical and perhaps more pressing ... How can human intelligence hope to deal with the unintelligible yet objective situations which the flight from understanding creates and expands and sustains? At least we can make a beginning by asking what precisely it is to understand, what are the dynamics of the flow of consciousness that favors insight ... what, finally, do the answers to such questions imply for the guidance of human thought and action.”[2]
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The future academy’s New Standard Model for global collaboration “is ... an intelligible, interlocking set of terms and relations that it may be well to have about when it comes to describing reality or forming hypotheses. As the proverb, so the model is something worth keeping in mind when one confronts a situation or tackles a job.”[3] It consists of “a method, then, where there are distinct operations, where each operation is related to the others, where the set of relations forms a pattern, where the pattern is described as the right way of doing the job, where operations in accord with the pattern may be repeated indefinitely, and where the fruits of such repetition are, not repetitious, but cumulative and progressive.”[4]
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[1] “Aims of UNESCO Futures of Education,” last modified January 2020, https://en.unesco.org/futuresofeducation/initiative.
[2] Bernard Lonergan, Insight, vol. 3, eds. Frederick E. Crowe and Robert M. Doran, Collected Works of Bernard Lonergan (Toronto: University of Toronto Press, 1993), 8–9. (Hereafter cited as CWL3.)
[3] Bernard Lonergan, Method in Theology, vol. 14, eds. Robert M. Doran and John D. Dadosky, Collected Works of Bernard Lonergan (Toronto: University of Toronto Press, 2014), 4. (Hereafter cited as CWL14.)
[4] CWL14, 8.
“With accelerated climate change the fragility of our planet is becoming more and more apparent. Persistent inequalities, social fragmentation, and political extremism are bringing many societies to a point of crisis ... Knowledge and learning are humanity’s greatest renewable resources for responding to challenges and inventing alternatives. Yet, education does more than respond to a changing world. Education transforms the world ... [with] ways of being and knowing in order to leverage humanity’s collective intelligence ... [so that] knowledge and learning can shape the future of humanity and the planet.”[1]
______________________________
“No problem is at once more delicate and more profound, more practical and perhaps more pressing ... How can human intelligence hope to deal with the unintelligible yet objective situations which the flight from understanding creates and expands and sustains? At least we can make a beginning by asking what precisely it is to understand, what are the dynamics of the flow of consciousness that favors insight ... what, finally, do the answers to such questions imply for the guidance of human thought and action.”[2]
______________________________
The future academy’s New Standard Model for global collaboration “is ... an intelligible, interlocking set of terms and relations that it may be well to have about when it comes to describing reality or forming hypotheses. As the proverb, so the model is something worth keeping in mind when one confronts a situation or tackles a job.”[3] It consists of “a method, then, where there are distinct operations, where each operation is related to the others, where the set of relations forms a pattern, where the pattern is described as the right way of doing the job, where operations in accord with the pattern may be repeated indefinitely, and where the fruits of such repetition are, not repetitious, but cumulative and progressive.”[4]
_________________________
[1] “Aims of UNESCO Futures of Education,” last modified January 2020, https://en.unesco.org/futuresofeducation/initiative.
[2] Bernard Lonergan, Insight, vol. 3, eds. Frederick E. Crowe and Robert M. Doran, Collected Works of Bernard Lonergan (Toronto: University of Toronto Press, 1993), 8–9. (Hereafter cited as CWL3.)
[3] Bernard Lonergan, Method in Theology, vol. 14, eds. Robert M. Doran and John D. Dadosky, Collected Works of Bernard Lonergan (Toronto: University of Toronto Press, 2014), 4. (Hereafter cited as CWL14.)
[4] CWL14, 8.
