Emina Duraković, Britta Marion Feigl, Bettina Marion Fischer, Christopher Fleck, Lisa‐Maria Galler, Johannes Heinrich, Karin Kulmer, Birgitta Kurzweil, Markus Scholze, Raphael Stefan Sperl, René Unterköfler, Kurt Remele, Julian Matzenberger and Gilbert Ahamer
The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in…
Abstract
Purpose
The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in “southern” countries with effects on multicultural equity.
Design/methodology/approach
Structured online review processes in multicultural and systems science curricula allow for high density of literature‐based reflection and analysis.
Findings
The entirety of the set of over 50 questions developed by the proposed web‐based dialogic procedure represents a starting point for an in‐depth assessment of the effects of deploying “northern” technology in “southern” countries.
Research limitations/implications
The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil.
Practical implications
The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in‐depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability.
Social implications
Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level.
Originality/value
This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies – which is the intention of the present text.
Details
Keywords
Gilbert Ahamer, Karl A. Kumpfmüller and Michaela Hohenwarter
The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary…
Abstract
Purpose
The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter‐“cultural” understanding. It aims to show that scientific disciplines can be understood as “cultures of cognition” producing own views of realities.
Design/methodology/approach
Based on a decade of previous experiences, the communication and assessment functions of e‐learning platforms and e‐journals are used to facilitate stepwise approximations among the various “cultures of understanding”.
Findings
Despite severe financial limitations, peer‐oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl‐Franzens‐University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly “m:n type” interdisciplinary and intercultural design which assumes various stakeholder‐dependent perspectives of multi‐faceted realities.
Research limitations/implications
The wealth of interdisciplinary and intercultural thought and practice can be best “proceduralised” through dialogue‐oriented educational technologies.
Practical implications
In practical terms, hundreds of students may follow these web‐enhanced curricula that are based on the materialised results of their founders' ethical systems.
Originality/value
This is the first paper that outlines the Global Studies curriculum at Graz University.
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Keywords
The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that…
Abstract
Purpose
The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the “Global Studies” curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds.
Design/methodology/approach
Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as “cultures of understanding”.
Findings
The outcomes of the analysis suggest that the negation‐oriented web‐supported five‐level learning suite “Surfing Global Change” (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the “Global Studies” curriculum as well as in other similar international curricula.
Research limitations/implications
Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders.
Practical implications
Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web‐based discussion, for which this paper provides examples. Discourse‐oriented features and amendments for curricula of “Global Studies” are presented.
Social implications
Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper.
Originality/value
By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360° view of the institutional landscape and interest patterns in complex multi‐stakeholder issues such as globalisation.