Ritual and university education: Systemic coexistence after COVID‐19

Abstract

This paper explores the realm of university education after COVID‐19, in which there is a perceived need to manage the ‘old’ and the ‘new’. The paper brings two different systems approaches to that end: the systems theory of autopoiesis and the systems identity technology of profilicity. In their own way, both explain the phenomena of ‘blindness’ to social situations, potentially enabling meaningful conversations to occur. However, they require a broader, common ground so that they could also coexist with each other. This could lead us to consider the inclusion of rituals in education. Two perspectives about ritual are brought forth to start developing such common ground. With these, the paper proposes a number of questions and implications to further develop systemic coexistence.

Slovenian Higher Education in a Post-Pandemic World: Trends and Transformations

“…Agile approaches empower institutions to create dynamic, student-focused learning environments that promote innovation and resilience in uncertainty. This shift towards agile education can help prepare students for success in a rapidly changing world and ensure the continuity of quality teaching and learning experiences [56]. Ricardo Abad Barros-Castro et al's theory on Computer-Supported Collaborative Learning (CSCL) within higher education has become increasingly relevant.…”

“…Integrating agile principles into higher education can enhance teaching, learning, and institutional resilience. Agile approaches empower educators to create dynamic, student-focused learning environments, fostering adaptability and continuous improvement [56]. Ricardo Abad Barros-Castro et al's theory on Computer-Supported Collaborative Learning (CSCL) within higher education introduces a systemic framework designed to evaluate CSCL initiatives, specifically focusing on mathematical problem-solving scenarios.…”