In Pt I of my blog-column (6 Dec. ’19), I identified what I see as the main challenges facing tertiary education, globally. These challenges, I suggest, have led many universities to an existential crisis as it dawns upon them that,
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Ten years ago, the US President reaffirmed in a major international speech that the United States sought ‘the peace and security of a world without nuclear weapons’. Despite the vision, Obama didn’t say why he thought a nuclear-weapon-free world would
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Part II identified, in developing a ‘global theory’ for the 21st century, the following components: primary features, global values, citizenship, law and governance; foundational concepts of consilience and coherence, along with operational concepts of risk management and jurisdictional subsidiarity; a
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In Part I of the above, I explored the methodological differences between the various branches of human knowledge, the idea of consilience for an underlying unity of knowledge, and what a synthesis derived from this might mean for global studies.
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We have entered an era of human crisis. What we think and do in the future will inevitably build on, but cannot be confined to, the past. The Centre’s Trust Deed (2012) requires it to “encourage and facilitate informed interdisciplinary
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