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Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Figures -- Contributors -- Preface -- Part I: Debating the Program -- 1. On the Road to Hermeneutic Technology Assessment - A Historic-Systematic Reconstruction -- Introduction -- Technologies of Hubris -- Ethics, the Future, and Nanotechnology -- The Case against Speculative Nanoethics -- Vision Assessment -- Two Responses - Biased Credibility and Opportunity Costs -- The Collingridge Dilemma -- Explorative Nanophilosophy -- The Hermeneutical Turn -- Forensics of Wishing -- From Vision Assessment to Visioneering Assessment -- Visioneering -- The Call for Visioneering Assessment -- Recapitulation -- Hermeneutic TA - A First Outlook -- Acknowledgements -- Notes -- References -- 2. Hermeneutic Technology Assessment - Why It Is Needed and What It Might Be -- Notes -- References -- 3. Future Conversations - A Topical Exchange -- On the Time, Times, and Temporality of Things -- No Ethics without a Future -- Mundane Futures -- Having a Future -- Prototyping -- The End of History and Politics -- Time as Subject and Subject as Time -- Anticipation-in-Action -- The Role for Hermeneutics within the Practice of TA -- Notes -- References -- 4. The Questions of Hermeneutic TA - Towards a Toolbox -- Hermeneutic TA and Its Objects -- Autonomous Weapon Systems, Nanotechnology, and Responsibility -- Questions to Be Asked - Understanding in Hermeneutic TA -- Broader Concerns -- Narrower Concerns -- Conclusions and Outlook -- Notes -- References -- Part II: Theory and Context -- 5. Technology in the Imagination of Society - A Conversation -- Notes -- References -- 6. On "Not Having a Future -- Hermeneutic TA, Meaning and Public Awareness -- Elitist Visions and Profane Desires -- Forestalling Inequalities in Future Making.

Modern higher education in Ethiopia has a short history of a little over six decades. Over the past two decades there have been tremendous reforms that aimed at expanding and modernizing the higher education subsector to enable it make meaningful contributions for the country s development. On the other hand, in the past decade there has been a lot of debate on the nature of the Ethiopian developmental state. However, all the debates are focused on economic issues, leaving education out of the picture. It is against this background that this study attempts to shade a light on the nature of the Ethiopian higher education taking the perspective of the developmental state paradigm. Using the method of document analysis the findings of the study indicate that the Ethiopian higher education has strong indicia of the developmental state concept. The main characteristics of the Ethiopian higher education such as strong state control, central admission process, focus on certain priority areas, massive expansion, emphasis on technology transfer and using higher education to serve non economic national agendas typically correspond with that of developmental states. The study has also identified some inconsistencies and shortcomings. For instance the Ethiopian higher education falls short in terms of institutional diversity, adequacy of research on technology transfer, and the role of the private sector. Finally, some implications are highlighted that pinpoint the areas where more detailed policy research are necessary.

Brazil experienced since the end of the 20th century an important transformation in its education system. This process included the development and expansion of its higher education system as well as internationalization through investment in the international mobility of Brazilian students. This is in line with global trends on the internationalization of higher education. However, Brazil is also among the countries with higher inequalities. Both migration and education are shaped by social class inequalities however, little is actually known about the influence of class belonging in patterns of international student mobility. Focusing on the case of Brazilian higher education students in Portugal – one of their main destinations – this article examines the role of social class inequalities in international student mobility. Drawing on data collected through interviews with higher education representatives in Portugal and a survey and interviews with Brazilian students in Portugal, we are able to identify how the context of inequalities in Brazil contributes to shape both higher education trajectories (namely in the distinctions between attending private or state institutions) as well as the process and experience of international mobility in Portugal. Very importantly, we highlight the role of the political context in Brazil, including the phase of strong public investment in the fields of higher education and international student mobility and hint some changes following the impeachment of former president Dilma Roussef. ; Le Brésil a connu depuis la fin du XXe siècle une transformation importante de son système éducatif. Ce processus comprenait le développement et l'expansion de son système d'enseignement supérieur ainsi que l'internationalisation à travers l'investissement dans la mobilité internationale des étudiants brésiliens. Ceci est en ligne avec les tendances mondiales sur l'internationalisation de l'enseignement supérieur. Cependant, le Brésil est également un des pays avec des inégalités très ...

Contents: The controversial subject of federal control in education, by F. P. Graves; Wanted: an active coördinated government bureau of education, by S. P. Capen; Federal subsidies for education, by A. F. Macdonald; State and federal jurisdiction in education, by C. R. Mann.

The Brazilian National Common Curricular Base [NCCB], created between 2015 and2018, consists of stated curricular documents. Its building process involved strong politicalaspects and was the center of conflicts and tensions in the educational context of the country. The policy cycle approach, proposed by Ball, has been frequently used by researchers ofcurriculum policy, among other fields. This approach is a relevant methodological trendfor the understanding of curricular reform processes based on the NCCB's productionand influence contexts, on the paradigms that directed the building process, as well as onthe ideological tensions resulting from the participation of multilateral organizations. Inorder to achieve this objective, this article presents an analysis of the positions comingfrom public documents and interviews with a representative of the Brazilian Society ofMathematical Education, conducted at specific moments during the process of building thedocument established for learning mathematics in Brazil. The analyses showed a need toreflect on vertical models, silenced voices and mathematical contents as management andperformativity instruments printed in the reform. ; La Base Nacional Común Curricular brasileña [BNCC], creada entre 2015 y 2018, estáconstituida por documentos curriculares determinados, cuyo proceso de construcciónpresentó fuertes componentes políticos y fue centro de conflictos y tensiones en el contextoeducativo del país. El enfoque de ciclo de políticas, formulado por Ball, ha sido usado confrecuencia por investigadores de políticas curriculares, entre otros campos. Este enfoquees una tendencia metodológica relevante para la comprensión de procesos de reformacurricular a partir de los contextos de producción e influencia de la BNCC, así como de losparadigmas que dirigieron esa construcción y de las tensiones ideológicas producto de laparticipación de organismos multilaterales. Para lograr tal objetivo, este artículo presentaun análisis de las posiciones provenientes de documentos públicos y de entrevistas con unrepresentante de la Sociedad Brasileña de Educación Matemática en momentos específicosdurante el proceso de construcción del documento establecido para el aprendizaje dematemáticas en Brasil. Los análisis evidenciaron una necesidad de reflexionar sobre losmodelos verticales, las voces silenciadas y los contenidos matemáticos como instrumentosde gestión y performatividad impresos en la reforma. ; A Base Nacional Comum Curricular brasileira [BNCC],criada entre 2015 e 2018, é constituída por documentoscurriculares prescritos, cujo processo de construçãoapresentou fortes componentes políticos e vem sendo alvode conflitos e tensões no contexto educacional do país. Aabordagem do ciclo de políticas, formulada por Ball, vemsendo frequentemente empregada por pesquisadores depolíticas curriculares, entre outros campos. Esta abordagemé um viés metodológico relevante para a compreensão dosprocessos de reforma curricular a partir dos contextos deprodução e influência da BNCC, bem como dos paradigmasque nortearam essa construção e os constrangimentosideológicos que resultam do envolvimento de organismosmultilaterais. Para atingir esse objetivo, o presente artigo apresenta uma análise de posicionamentos provenientes de uma carta pública e de uma entrevista com um representante da Sociedade Brasileira de Educação Matemática, que abordou questões momentos específicos durante o processo construtivo do documento prescrito para a aprendizagem matemática no Brasil. As análises evidenciaram a necessidade de reflexões sobre os modelos verticalizados, vozes silenciadas e conteúdos matemáticos como instrumentos de gestão e performatividade impressos no movimento de reforma.

The objective is to analyze the approaches of the subject of social science didactics at the Spanish public university, specifically in the degree of teacher of early childhood education, to know what type of training is proposed to the future teachers and contrast it with the regulations and training needs defended by scientific literature to build contextualized professional thinking. The ECI Order has been analyzed (ORDER ECI/3854/2007), basic for the degree, and the knowledge has been expanded by analyzing the teaching guides of the subject compiled from the websites of all the Spanish public universities that offer this degree. The emptying of data has taken into account the different denominations of the subject, academic year, number of ECTS credits associated, syllabus, as well as learning results and competencies. The data show substantial differences in the denomination of the subject, courses in which it is taught, credits and competencies. While spatiotemporal constructs are treated in almost all cases, they are highly mediatized by the Piagetian theories. In addition, training in research and resources such as image, heritage or technologies is not contemplated. We consider it essential that the initial training that the future teacher receives is of quality, that it empowers him to build learning scenarios that contribute to children understanding their experiences and man as being social in the present and in the past; in short, a democratic and responsible citizenship in a globalized, multicultural, uncertain and highly technified society. © 2022 Grupo de Investigacion FORCE. All rights reserved. El objetivo es analizar los enfoques de la asignatura de didáctica de ciencias sociales en la universidad pública española, concretamente en el grado de maestro de educación infantil, para conocer qué tipo de formación se propone al futuro profesorado y contrastarla con la normativa y con las necesidades formativas defendidas por la literatura científica para que construya pensamiento profesional ...