No abstract

The exponential growth of technology and artificial intelligence means that the world is rapidly changing. Education is not exempt from this trend. New ways of engaging and teaching are needed. This need has been exacerbated by the arrival of COVID-19, which is stimulating higher education to reevaluate its approach to teaching and learning. This is a conceptual paper that looks at several theories and philosophies that underpin all forms of "learning" especially those theories coming from the systems paradigm which the authors consider is essential for future higher educators. Based on these theories, a new approach to higher education is proposed and an example given of how it could work in practice. The article provides a platform for further discussion and debate to support the strategic vision and direction of travel for higher education.

Interpretation as a stream of our consciousness is determined by different contexts and various narratives which stimulate this process reacting to the changeability of the world and human beings in it. The postmodern theory while losing its topicality keeps the key principle of interpretation firm and stable. Interpretation is simultaneously open and fixed, though the process of constructing narratives is not. As interpretation provides vast space for gender, the feminist theory proceeds with the "new feminist reading", and the aim of the feminist criticism lies in revealing misogynism and masculine approaches to different discourses and narratives. Still in postmodernism feminist interpretation often rejects "comprehension" in its classical meaning denying analogy, symmetry and equivalence. The subjectivity of feminist interpretation is not a transparent line between the human being and the surrounding world: the "better" is interpretation, the more "objective" seem our narratives, the stronger appear constructs stipulated by culture, gender, ideology.

In our previous studies, the authors argued that Economic Science in particular thesub –field of macroeconomics needed a profound reset and upgrade. It must use the systemic and cybernetic tools that are now available. This paper promotes a new paradigm and presents three examples that illustrate how a judicious application of systems theory can help to better understand the problem and offers a tool (System Dynamics) as a means of obtaining meaningful solutions.

This paper outlines many weaknesses in macroeconomic theory today and suggests a way out of the dilemma is to use systems or cybernetic thinking. The paper uses a topical case study to illustrate the authors’ views of economics, cybernetics and mathematics. It concludes with recommendations for the future of economics in the 21st century.