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While the 1960s and 1970s still knew permanent education (Council of Europe), recurrent education (OECD) and lifelong education (UNESCO), over the past 20 years, lifelong learning has become the single emblem for reforms in (pre-) primary, higher and adult education systems and international debates on education. Both highly industrialized and less industrialized countries embrace the concept as a response to the most diverse economic, social and demographic challenges - in many cases motivated by international organizations (IOs).
Yet, literature on the nature of this influence, the diffusion of the concept among IOs and their understanding of it is scant and usually focuses on a small set of actors. Based on longitudinal data and a large set of education documents, the work identifies rapid diffusion of the concept across a heterogeneous, expansive and dynamic international field of 88 IOs in the period 1990-2013, which is difficult to explain with functionalist accounts.
Based on the premises of world polity theory, this paper argues that what diffuses resembles less the bundle of systemic reforms usually associated with the concept in the literature and more a surprisingly detailed model of a new actor " the lifelong learner.
From September 4 to 11, 1992, a fiirst meeting between Ukrainian and German scientists interested in mathematical and computer modeling of social processes was held at Vorzel' near Kiev. The meeting had been planned for nearly three years by Igor V. Chernenko and Mikhail V. Kuz'min, then members of the research group on mathematical modeling in sociology at the Institute of Sociology of the Academy of Science of the Ukrainian Republic, and had to be postponed twice due to the political development in the former Soviet Union, but thanks to the organizers' perseverance (and in spite of a strike of the airport personell at Kiev Borispol Airport on the eve of the conference) the conference could at last be realized.rnThe main purpose of the conference was to discuss a synergetic interpretation of large-scale destructive social processes as catastrophic phenomena in self-organized systems.
This paper originates from the FP6 project "Emergence in the Loop (EMIL)" which explores the emergence of norms in artificial societies. Part of work package 3 of this project is a simulator that allows for simulation experiments in different scenarios, one of which is collaborative writing. The agents in this still prototypical implementation are able to perform certain actions, such as writing short texts, submitting them to a central collection of texts (the "encyclopaedia") or adding their texts to texts formerly prepared by other agents. At the same time they are able to comment upon others' texts, for instance checking for correct spelling, for double entries in the encyclopaedia or for plagiarisms. Findings of this kind lead to reproaching the original authors of blamable texts. Under certain conditions blamable activities are no longer performed after some time.