Despite the ongoing 'globalization' of higher education, the curricula of most contemporary universities continue to be based upon epistemological assumptions deeply rooted in the Western philosophical tradition. Critiques of this lingering hegemony are evident in the growing calls for the decolonization of knowledge to make way for indigenous and…

This paper responds to the special issue's call for educators to examine the epistemological and ontological changes that happen to themselves after long-term working abroad and how this experience helps challenge theoretical and pedagogical norms in education. Employing collaborative autoethnography as our research method, we use our life stories…

In the development of spiritual and cultural heritage, the Kazakh renaissance, which began with the implementation of the "Cultural heritage" national project, has exposed the problems of self-identity, uniqueness, national and global relations. One reason is misunderstanding of nomadism as a kind of "anti-civilization", an…

This article describes the discovery of action research by a "conscious incompetent" in higher education. The influences on the development of an action researcher's individual philosophy are discussed. These shape a specific investigation into the implementation of international staff exchange in a post-1992 UK university from the…

Set against the backdrop of the contemporary crisis of capitalism and world-historical events, this article examines the advance of globalized imperialism from the perspective of a Marxist-humanist approach to pedagogy known as "revolutionary critical pedagogy" enriched by liberation theology. It is written as an epistolic manifesto to…

An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism.…

John Dewey (1859-1952) was a major figure of the American cultural and intellectual landscape in the first half of the twentieth century. While not the originator of American pragmatism, he was instrumental to its articulation as a philosophy and the spread of its influence beyond philosophy to other disciplines. His prolific writings encompass…

This article focuses on the problematic relation between African worldviews and their attendant educational and epistemological systems, on the one hand, and the dominant European discourses that have attempted to negate the validity of those, both in historical and contemporary Africa, on the other hand. The article first deals with its subtitle…

Whatever their relative importance or determining priority, globalisation and virtualisation may be seen as just two constructed dimensions of a raft of interrelated changes taking place in contemporary culture. Those changes are both impacting on and expressed in higher education systems and universities throughout the world. The ways in which,…

Offers a model of scientific thought based on the multidisciplinary integration of the sciences. Stresses the importance of constructions/deconstructions of meanings, codifications/decodifications of symbols, and structurations/destructurations of conceptual operations in the development of scientific thought and in the modification of human…

Humanist principles stress the importance of the individual, of scientific methodology, and of human needs. The basic principles of humanist beliefs concerning the world and the position of human beings in natural and social worlds are reviewed. (IS)