[gu-l] (12/11/02) Brief report from Tapio´s
activities
Takeshi Utsumi
utsumi@columbia.edu
Wed, 11 Dec 2002 14:00:53 -0500
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From: Takeshi Utsumi <utsumi@columbia.edu>
Date: Wed, 11 Dec 2002 12:42:12 -0500
To: gu-lists
Subject: (12/11/02) Brief report from Tapio=B4s activities
<<December 11, 2002>>
Archived distributions can be retrieved by clicking "Correspondence" in our
home page at <http://www.friends-partners.org/GLOSAS/>.
For those after 2/27/01, see or bookmark:
<http://www.friends-partners.org/pipermail/gu-l/> and click on "Date,"
For example. The most recent archives are the bottom line.
P. Tapio Varis, Ph.D, Professor <tapio.varis@uta.fi>
Majid Tehranian, Professor <majid@hawaii.edu>
Dr. Edward A. Friedman <FRIEDMAN@STEVENS-TECH.EDU>
Dear Tapio:
(1) Many thanks for your msgs (ATTACHMENT I, II and III) and an excellent
report on your trip to attend the UNESCO/World Forum on the 10th anniversar=
y
of UNITWIN Chair Program in Paris last month. I am very happy you enjoyed
attending it.
> Dear E-Colleagues:
> Pls visit the following web for the program and its World Forum event at;
> http://portal.unesco.org/education/ev.php?URL_ID=3D1324&URL_DO=3DDO_TOPIC&URL=
_SECT
> ION=3D201
I am taking the liberty of attaching your report to this list distribution.
(2) I hope that our colleagues in Amazon/Brazil, Havana/Cuba and soon
Malawi/Africa to become the counterparts of your
GUS/UNESCO/UNITIN/NETWORKING Chair Program and can attend a similar event i=
n
Paris next time.
Dear Majid:
(3) I read your foreword (ATTACHMENT IV) with great interest. I took the
liberty of attaching it to this distribution.
(4) You have a typo with =B3September 9th=B2 -- I think it must be =B3September
11th.=B2
(5) You may be interested in visiting slide #6 (and 5) of the "Philosophy
and Ethics of Information and Communication" at;
http://www.friends-partners.org/GLOSAS/GPA-Taipei_8-15-01/GPA-Phil_files-2/=
i
ndex.htm
Although I am not an expert in social science, I think that =B3clash of
culture=B2 is more appropriate rather than =B3clash of civilization.=B2
> For example, I was very surprised and dismayed to find very similarity be=
tween
> what Taliban of Afghanistan was saying and what I experienced with the
> Japanese militarism during my youth.
>=20
> While Ed Friedman taught for 6 years in Kabul, Afghanistan (before Taliba=
n),
> he made a survey to find out that majority of youngsters in Arabic countr=
ies
> respect American science and technology, and educational system =8B which h=
e
> presented at our monthly seminar on =B3Computer, Man and Society=B2 of Columb=
ia
> University a few month ago. I think those are to be categorized in
> civilization.
>=20
> On the other hand, what those Taliban and Japanese militarism were saying
> belonged to culture =8B which are very closely related to religions of Isla=
m for
> the former and Shintoism for the latter.
>=20
(6) Referring to your phrase =B3a possible bloody war of civilization,=B2
apocalypse with the clash of culture may be inevitable (as many of religiou=
s
scriptures tell), but, as my previous list distributions mentioned, our tas=
k
would be to try to postpone the occurrence of such an event as long as
possible (at least, and definitely during my lifetime) =8B that is why of our
zeal and zest to work on the constructions of our GUS and Peace Gaming with
the use of advanced Internet =8B for prompting respect and mutual
understanding among peoples across boundaries of nations, continents and
oceans. In this sense, I agree with your following words;
> =B3The challenge facing the world now is how to educate the globe=B9s 6.2 bil=
lion
> people in avoiding future catastrophes. Such an education calls for a re=
vival
> of the core values of compassion and enlightenment embedded in all great
> civilizations-- East or West. But it also demands the development of th=
e
> cognitive and professional skills needed for survival in a technologicall=
y
> driven world.=B2
> Pls visit Slide #10 to 12 at the aforementioned web site =8B particularly o=
n the
> comparison of cultures of East and West.
(7) As said in Slides #3 to 5 of the above PowerPoint file and at the first
of Introduction of our (I and Tapio) following paper, =B3word=B2 is a basic
unit of human communications for dialogue, which is the basis of diplomacy
for global peace.=A0 The Greek origin of the "word" here (Book of John 1:1) i=
s
logos which is the origin of "logic," e.g., Yes or No, One (1) or Zero (0),
which is the basis of digital computers and telecommunication, e.g.,=A0 the
Internet.
> "Creating Global E-Learning and E-Healthcare through the Global Universit=
y
> System," -- Paper by Takeshi Utsumi and Tapio Varis for the 3rd eHealth
> Regional Symposium at Dubai International Exhibition Center, United Arab
> Emirates, January 26-27, 2003
> http://www.friends-partners.org/GLOSAS/Global_University/Global%20Univers=
ity%2
> 0System/Dubai%20Confeence_1-2003/E-learning%20with%20GU/E-learning_with_G=
U_D6.
> htm
>=20
> Logic is the basis of justice (as many of legal system show), and without
> justice, there is no peace. However, justice and tolerance have to be
> balanced with =B3compassion and enlightenment=B2 -- see Slide #10.
>=20
(8) I agree with your words =B3Dialogue among civilization is therefore the
only path for negotiating problems and solutions.=B2 The Section VII of this
paper said;
> =B3The idea [of our Globally Collaborative Environmental Peace Gaming (GCEP=
G)]
> involves interconnecting experts in many countries via global Internet to
> collaborate in the discovering of new solutions for world crises, such as=
the
> deteriorating ecology of our globe, and to explore new alternatives for a
> world order capable of addressing the problems and opportunities of an
> interdependent globe. (An example of its use could be testing the validit=
y of
> the Bush administration=B9s rejection of the Kyoto Protocol on global
> environmental protection.)
>=20
> Gaming/simulation is the best tool we have for understanding the world's
> problems and the solutions we propose for them. The understanding gained =
with
> scientific and rational analysis and critical thinking would be the basis=
of
> world peace, and hence ought to provide the basic principles of global
> education for peace.=B2
(9) Referring back to the Slides 3 to 5 of the above PowerPoint file, the
concept of zero was invented by Indian, and brought to west by Arabian =8B
hence =B3Arabic=B2 numeral in contrast to =B3Roman=B2 numeral. Without their
contributions, there is no present day=B9s scientific and technological
advancements (including computer and Internet) in the western civilization
(with mainly Judeo-Christianity) to open the future of humanity.
(10) On your words =B3Truth is increasingly considered to be the search for
the truth=B2 and =B3it must viewed as a journey, a process of becoming,=B2 I
recall the word made by Late James Connant, President of Harvard University
who once said that the truth is something like a glaring sun. You approach
one step near to it, and you think its outline is clearer, but it is still
glaring.
(11) On your point of =B3paradigm shift,=B2 I agree that the mind-change is the
most difficult thing to do. When I tried to extend the predecessor of
Internet to Japan almost a quarter century ago, I encountered with fierce
oppositions from the Japanese Ministry of Posts and Telecommunications (PTT=
)
-- with Mr. Yoshio Utsumi there at that time, DG of the current
International Telecomm Union (ITU) -- and common carriers. This was becaus=
e
the Plain Old Telephone Service (POTS) of analog telephony was based on the
circuit-switching, and on the other hand, the packet-switching technology o=
f
Internet is to share the valuable telecom circuit (and thus cost). The
former was monopolistic and exclusive use of the circuit for securing retur=
n
on the investment of laying the circuits. The sharing principle of the
latter technology is more egalitarian and global e-learning is prompting
this principle.
After common carriers adapted this technology (AT&T to be the last one),
they compressed our telephone conversation =8B usually 8 to 1 ratio =8B and
uncompressed it at the destination switching node computer as if it would b=
e
the same as conversing through analog telephony circuit. This means that,
when I made an oversea call to Tokyo from New York and spoke for 8 minutes,
my voice used only one minutes worth of the circuit. The rest of 7 minutes
worth was used by other parties. In a sense, in addition that I will be
charged for 8 minutes, common carriers are charging other parties, too, for
the use of the same circuit =8B i.e., multiple charging of the same circuit,
and this is why telecom carriers can make huge money!!
When Tapio and I visited Yoshio at the ITU in Geneva in January of 1999
(when he was inheriting the DG-ship from Dr. Pekka Tarjanne, his predecesso=
r
and one of our GUS Trustee members), I requested Yoshio to change the rate
system from =B3per minutes=B2 to =B3per Kbytes=B2 during his tenure for the sake of
fairness. If he succeeds on this big =B3mind-change,=B2 I will give him Grade
A+.
> Global e-learning will soon use broadband Internet. Videoconferencing th=
rough
> it is one of vital tools. Its audio conference will be an absolutely
> necessary component. With its proliferation, people will soon realize th=
e
> possibility of Internet telephony which will then let those people necess=
itate
> to have the =B3per Kbytes=B2 rate charge. In a sense, global e-learning is t=
o
> make a social revolution in global scale. When I made my talk on this at=
the
> Havana Institute of Technology last month, audiences appreciated to hear =
of
> this futuristic view.
Whether or not Yoshio will succeed on it, the so-called Wi-Fi broadband
Internet is coming vogue at free of charge.
Our task will then be how to proliferate such benefit to every corner of th=
e
world and how to utilize it for e-learning and e-healthcare to eradicate
poverty, and hence terrorism.
(12) As you might have noticed in my previous list distribution, I have
started to work on the creation of a global e-learning center in Nagano
Prefecture of Japan =8B pls visit its outline in Section V of =B3(08/18/02)
Respect to Intellectual Property (Copyright) and Outline of Japan Project=B2
which can be retrieved at;
http://www.friends-partners.org/pipermail/gu-l/2002q3/000144.html
Peace education will be one of major categories of this center, and when
things get more confirmed, I will approach to you for your collaboration.
(13) You may also be interested to visit the Norwegian=B9s initiative to
create a Global Virtual University (with about US$2 million) in my previous
list distribution =B3(12/05/02) Africa and Norway connections=B2 which can be
retrieved at;
http://www.friends-partners.org/pipermail/gu-l/2002q4/000158.html
Best, Tak
ATTACHMENT I=20
------ Forwarded Message
From: Tapio Varis <tapio.varis@uta.fi>
Date: Sat, 07 Dec 2002 20:30:28 +0200
To: Takeshi Utsumi <utsumi@columbia.edu>, David Johnson <daj@utk.edu>
Cc: Takeshi Utsumi <utsumi@columbia.edu>, Alexandre Rivas
<alex_mau@argo.com.br>, Miguel Garay <garay@ceis.ispjae.edu.cu>, Paul
Lefrere <p.lefrere@open.ac.uk>, Marco Antonio Dias <mardias@wanadoo.fr>,
Roberto Sepulveda <sepul@ceis.ispjae.edu.cu>
Subject: brief report from Tapio=B4s activities
Dear Friends,
Please find enclosed my brief report from the Unesco World Forum and the
situation ow my work. Any comment welcome! Regards,
Tapio
------ End of Forwarded Message
ATTACHMENT II=20
Date: Sun, 17 Nov 2002 21:06:29 +0200
To: "Ruben C. Umaly" <rcumaly@aseanfoundation.org>
From: Tapio Varis <tapio.varis@uta.fi>
Subject: Re: UNESCO Chair Meeting
Cc: y.wang@unescobkk.org, President@stou.ac.th, "Jin He"
<jin.he@Helsinki.FI>,
utsumi@columbia.edu
Mr. Ruben Umaly
Executive Director of the ASEAN Foundation
Dear Ruben Umaly,
Further to our correspondence before your trip to Bankok and mine to Paris
I want to tell you that I had very encouraging talks with Asean
representatives in Unesco, Paris. I spoke at length with Dr. Tong-In
Wongsothom, President of Sukhothau Thammathirat Open University of
Thailand, and Professor Wang Yibing, Programme Specialist in Higher and
Distance Education at Unesco Asia Bureau. We agreed to cooperate in the
future. Prof. Wang Yibing is Chinese national and I told him also of my and
my wife s planned visit to China next April. I am copying this message to
them, and also to my colleague Dr. Utsumi of our Unesco project.
Furthermore, I am also copying the message to my former Ph.D. student Dr.
He Jin here in Helsinki who is helping me to organize the trip to China. I
will work with the details with her but wanted you to know that I am
actively preparing a visit to China now.
Yours sincerely,
Tapio Varis
Professor and Unesco Chair
www.uta.fi/ titava
ATTACHMENT III=20
Subject: Fwd: Re: Tapio=B4s report from Paris
Date: Monday, December 9, 2002 12:02 AM
From: Tapio Varis <tapio.varis@uta.fi>
To: <utsumi@columbia.edu>
Tak,
FYI - my interest to work with Majid is great. regards,
Tapio
>From: tehranian@aol.com
>Date: Sun, 8 Dec 2002 15:29:54 EST
>Subject: Re: Tapio=B4s report from Paris
>To: tapio.varis@uta.fi
>X-Mailer: AOL 8.0 for Windows US sub 230
>
>Dear Tapio:
>
>Thanks for sharing your report with me. I found your paper and report
>most fascinating. Toda Institute would be happy to collaborate with you
>on any concrete proposal that your might have. If you look up our
>website, you will see that we have embarked on a research project focused
>on global democracy. Elearning is an aspect that is not covered, and I
>would welcome any initiative on that front.
>
>On another note, two of my friends at Victornia Univ., NZ, recently sent
>me their manuscript on the idea of a global virtual university. they has
>asked me for a foreword. attched pls find a copy for your review and comm=
ents.
>
>cheers, Majid=20
ATTACHMENT IV=20
FOREWROD
The Idea of a Global Virtual University
By John Tiffin and Lalita Rajasingham @ 2002
This book offers a magnificent virtual vision. But the vision is not
utopian. It is armed with the marvels of the new communication and
information technologies (CIT). It is also adorned with the rich regalia o=
f
an institution that has for centuries survived the vicissitudes of time and
space. The vision contains breadth, depth, erudition, and realism.
Engagingly, it also provides us with many staged virtual examples.
Tiffin and Rajasingham offer us a vision that responds to a desperate globa=
l
need. That need has been dramatically demonstrated by the recent raging
events and debates. Beginning with Samuel Huntington=B9s Clash of
Civilizations thesis (1993, 1996), the world has been intently focused on
the North-South rather than the East-West conflicts of the Cold War era.
It is also contemplating a possible bloody war of civilizations.
A burning international debate has ensued. Voices countering the Huntingto=
n
thesis have been raised. Benjamin Barber (1995) has characterized the
conflict as =B3Jihad vs. McWorld.=B2 I had called the same phenomenon a
conflict between two current world pathologies: =B3Identity vs. Commodity
Fetishism.=B2 (Tehranian 1981). Edward Said (2001) has called the
Huntington=B9s thesis =B3a clash of ignorance.=B2 Tariq Ali (2002) has called i=
t
a clash of market and religious fundamentalisms. In 1996, the Toda
Institute for Global Peace and Policy Research chose =B3Dialogue of
Civilizations for Global Citizenship=B2 for its motto. Four years later, in
2000, the Institute brought together peace scholars from eight civilization=
s
to engage each other in a serious dialogue. The results were later
published in Dialogue of Civilizations: A New Peace Agenda for a New
Millennium, including perspectives from Shamanism, Hinduism, Buddhism,
Confucianism, Judaism, Christianity, Islam, and Secular Humanism. At the
initiative of President Mohammad Khatami of Iran, the United Nations
designated 2001 as the Year of Dialogue among Civilizations.
Ironically, however, 2001 coincided with the terrorist September 9th attack
on the United States. That tragedy has ushered a new era that threatens t=
o
pitch the world=B9s rich against the world=B9s poor in a global civil war. Th=
e
clash could be, as Huntington has put it, =B3between the West and the rest.=B2
In a New York Times article, on November 27, 2002, Thomas Friedman
dramatized =B3the clash=B2 by an imaginary letter from President George W. Bush
to the Muslim world warning it of the dire consequences of its belligerence=
.
In the meantime, a parallel war is being waged on all sides to match the wa=
r
of words. =20
Are we facing a conflict of unabashed material interests such as the contro=
l
of Middle East oil, irreconcilable confrontation of fanaticisms, or an
unembellished clash of civilizations? All three factors are probably at
work in a complex bundle to camouflage human greed and ignorance.
=B3Civilization is a race between education and catastrophe,=B2 as H. G. Wells
has so aptly put it. The challenge facing the world now is how to educat=
e
the globe=B9s 6.2 billion people in avoiding future catastrophes. Such an
education calls for a revival of the core values of compassion and
enlightenment embedded in all great civilizations-- East or West. But it
also demands the development of the cognitive and professional skills neede=
d
for survival in a technologically driven world.
Tiffin and Rajasingham respond to this daunting challenge by calling for
three concurrent transformations: in higher education, knowledge
modalities, and civilizational boundaries. Under the impact of CIT, the
transformation in higher education has already begun. The explosion of
virtual universities is threatening to overtake the functions of traditiona=
l
universities. Eli Noam (1995) has argued that the end is near. According
to this view, conventional universities have already lost much of their
functions of knowledge production (to transnational corporations and think
tanks), knowledge distribution (to virtual universities), and knowledge
storage (to data banks, electronic libraries, Internet, and Worldwide Web).
Some conventional universities, however, have responded to the challenge.
Many universities have already launched or are experimenting with a complex
of variety of distance education programs.
Universities are not however knowledge factories. They are vital and
interactive social institutions. Along with other cultural and scientific
institutions (religious, artistic, literary, and scientific establishments)=
,
they act as the moral and intellectual guardians of their societies. They
are important conduits for socialization, recruitment, innovation,
reflection, service, and empowerment (Tehranian 1996). Tiffin and
Rajasingham acknowledge all of this. But they persuasively argue that a
more universal higher education is now made technologically possible by
liberating learning from time and space.
The new virtual universities are globalizing, democratizing, and
transforming knowledge. Conventional universities in the Hindu-Buddhist,
Confucian, Judaic, Christian, and Islamic worlds imposed certain boundaries
on knowledge. Those boundaries were closely associated with metaphysical
worldviews. Modern universities imposed a different set of boundaries on
knowledge closely tied to the new positivism and empiricism of modern
science. The parameters of knowledge could expand only with paradigm
shifts from Newtonian to Darwinian and Einsteinian worldviews. String and
chaos theories have further expanded those parameters. But virtual
universities are further expanding the boundaries by globalizing,
democratizing, and relativizing all knowledge. Those who claim to have
arrived at the Truth, whether metaphysical or scientific, are increasingly
under the suspicion that they have lost it.
Truth is increasingly considered to be the search for the truths. Two
prominent theologians, one Jewish and another Muslim, have called for
tolerance, nay celebration, of differences (Sacks 2002; Soroush (1378/1999)=
.
That means dialogue with other peoples, cultures, and civilizations. In
this fashion, the concept of civilization itself is undergoing a profound
transformation. Civilization is no longer to be considered as definite
destination. Rather, it must viewed as a journey, a process of becoming.
No nation can therefore claim to have arrived at a civilized state. Clash
of civilizations is thus a bloody game only for the fanatics. Dialogue
among civilizations is therefore the only path for negotiating problems and
solutions. Such new perspectives fostered by conventional as well as
virtual universities can perhaps save humanity from the follies and
catastrophes of its own making.
That is the good news. However, the same information and communication
technologies that have immensely enhanced educational opportunities have
also enabled Al-Qaide to plan globally for terror in a communication,
financial, and political network. The same technologies also have placed u=
s
in a global fishbowl. To pacify the revolutionary poor hungering for bread=
,
Marie Antoinette today would not have been able to suggest, =B3Let them eat
cake.=B2 She would have been chastised in the face of images of famine in
Africa and elsewhere as portrayed by the global television networks. Such
utter ignorance of the world by the affluent would have been unthinkable.
On the other hand, the same CI technologies have enabled the world=B9s poor
and marginalized population to witness the life style of the rich on
television. Exposure to global advertising has whetted their appetite for
consumer goods that are effectively out of their reach. Rising expectation=
s
and frustrations among the poor are displaying themselves in rising
alienation, regression, and aggression. The human insecurities of the
marginalized are in turn mirrored in the human insecurities of the
entrenched. Ghettoes of the poor in urban slums thus find their mirror
image in the ghettoes of the rich in the gated communities defended by
electronic surveillance.
To build a more peaceful and prosperous world for all, can virtual learning
transform the human energies mobilized for violence into human efforts for
peace and development? For an eloquent response to this critical question=
,
dear reader, I cannot offer you a better source than the last two
concluding paragraphs of this splendid book.
Majid Tehranian
University of Hawaii at Manoa
Toda Institute for Global Peace and Policy Research
Honolulu, 27 November 2002
REFERENCES=20
Ali, Tariq. The Clash of Fundamentalisms: Crusades, Jihads, and Modernity.
London, Verso, 2002.
Huntington, Samuel P. 1993. =B3The Clash of Civilizations,=B2 Foreign Affairs=
,
Summer.
Huntington, Samuel P. 1996. The Clash of Civilizations and the Remaking o=
f
World Order. New York: Simon & Schuster.
Noam, Eli. 1995. =B3Electronics and the Dim Future of the University,=B2
Science, vol. 270, October 13, pp. 247-249.
Sacks, Jonathan. The Dignity of Difference. London:
Said, Edward. =B3The Clash of Ignorance,=B2 The Nation, October 12, 2001.
Soroush, Abdol-Karim. sarathaye mostaghim (The Straight Paths). Tehran:
Sarat Cultural Foundation, 1378/1999.
Tehranian, Majid. "The Fetish of Identity: Communications Revolution and
Fundamentalist Revivals," Media Asia, 8:1, 1981.
Tehranian, Majid. 1996. =B3The End of University?=B2 The Information Society,
12:441-447.
Tehranian, Majid & David W. Chappell, Eds. 2002. Dialogue of Civilizations=
:
A New Peace Agenda for the New Millennium. London: I. B. Tauris.
List of Distribution
P. Tapio Varis, Ph.D, Professor
Acting President, Global University System
Chairman, GLOSAS/Finland
Unesco Chair in global eLearning
Professor and Chair of Media Education
Media Culture and Communication Education
Hypermedia laboratory
University of Tampere
P.O.Box 607
FIN-33101 Tampere
FINLAND
Tel: +358-3-215 6111
Tel: +358-3-614-5247--office in Hameenlinna
Tel: +358-3-215 6243--mass media lab in Tampere
GSM: +358-50-567-9833
Fax: +358-3-215 7503
tapio.varis@uta.fi
tapio.varis@helsinki.fi
http://www.uta.fi/~titava
Majid Tehranian, Professor
School of Communications
University of Hawaii at Manoa
Honolulu, HI=20
96822, USA
808-956-3353
Fax: 808-956-5591
majid@hawaii.edu
or,
Director,=20
Toda Institute for Global Peace and Policy Research
1600 Kapiolani Blvd., Suite 1111
Honolulu, HI 96812, USA
808-955-8231
Fax: 808-955-6476
majid@toda.org
Website: www.toda.org
Dr. Edward A. Friedman
Director
Center for Improved Engineering and Science Education (CIESE)
Professor of Technology Management
Stevens Institute of Technology
Castle Point on Hudson
Hoboken, NJ 07030
201-216-5188
Fax: 201-216-8069
EIES No. 1871
FRIEDMAN@STEVENS-TECH.EDU
http://www.k12science.org
**********************************************************************
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA *
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence in Distance Education *
* President Emeritus and V.P. for Technology and Coordination of *
* =A0=A0Global University System (GUS) *
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. *
* Tel: 718-939-0928; Email: utsumi@columbia.edu *
* http://www.friends-partners.org/GLOSAS/ *
* Tax Exempt ID: 11-2999676 *
**********************************************************************
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<TITLE>(12/11/02) Brief report from Tapio´s activities</TITLE>
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<FONT FACE=3D"Verdana"><B>From: </B>Takeshi Utsumi <utsumi@columbia.edu>=
;<BR>
<B>Date: </B>Wed, 11 Dec 2002 12:42:12 -0500<BR>
<B>To: </B>gu-lists<BR>
<B>Subject: </B>(12/11/02) Brief report from Tapio´s activities<BR>
<BR>
<<December 11, 2002>><BR>
Archived distributions can be retrieved by clicking "Correspondence&qu=
ot; in our<BR>
home page at <http://www.friends-partners.org/GLOSAS/>.<BR>
For those after 2/27/01, see or bookmark:<BR>
<http://www.friends-partners.org/pipermail/gu-l/> and click on "=
Date," <BR>
For example. The most recent archives are the bottom line. <BR>
<BR>
P. Tapio Varis, Ph.D, Professor <tapio.varis@uta.fi><BR>
<BR>
Majid Tehranian, Professor <<U>majid@hawaii.edu><BR>
</U><BR>
Dr. Edward A. Friedman <FRIEDMAN@STEVENS-TECH.EDU><BR>
<BR>
<BR>
<B><U>Dear Tapio:<BR>
</U></B><BR>
(1) Many thanks for your msgs (<B><U>ATTACHMENT I, II and III</U></B>) and =
an excellent report on your trip to attend the UNESCO/World Forum on the 10t=
h anniversary of UNITWIN Chair Program in Paris last month. I am very =
happy you enjoyed attending it.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana"><B><U>Dear E-Colleagues:<BR>
</U></B>Pls visit the following web for the program and its World Forum eve=
nt at;<BR>
http://portal.unesco.org/education/ev.php?URL_ID=3D1324&URL_DO=3DDO_TOPIC&a=
mp;URL_SECTION=3D201<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
I am taking the liberty of attaching your report to this list distribution.=
<BR>
<BR>
(2) I hope that our colleagues in Amazon/Brazil, Havana/Cuba and soon Malaw=
i/Africa to become the counterparts of your GUS/UNESCO/UNITIN/NETWORKING Cha=
ir Program and can attend a similar event in Paris next time.<BR>
<BR>
<B><U>Dear Majid:<BR>
</U></B><BR>
(3) I read your foreword (<B><U>ATTACHMENT IV</U></B>) with great interest.=
I took the liberty of attaching it to this distribution.<BR>
<BR>
(4) You have a typo with “September 9th” -- I think it must be =
“September 11th.”<BR>
<BR>
(5) You may be interested in visiting slide #6 (and 5) of the "Philoso=
phy and Ethics of Information and Communication" at;<BR>
http://www.friends-partners.org/GLOSAS/GPA-Taipei_8-15-01/GPA-Phil_files-2/=
index.htm<BR>
<BR>
Although I am not an expert in social science, I think that “clash of=
culture” is more appropriate rather than “clash of civilization=
.”<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">For example, I was very surprised a=
nd dismayed to find very similarity between what Taliban of Afghanistan was =
saying and what I experienced with the Japanese militarism during my youth.<=
BR>
<BR>
While Ed Friedman taught for 6 years in Kabul, Afghanistan (before Taliban)=
, he made a survey to find out that majority of youngsters in Arabic countri=
es respect American science and technology, and educational system — w=
hich he presented at our monthly seminar on “Computer, Man and Society=
” of Columbia University a few month ago. I think those are to b=
e categorized in civilization.<BR>
<BR>
On the other hand, what those Taliban and Japanese militarism were saying b=
elonged to culture — which are very closely related to religions of Is=
lam for the former and Shintoism for the latter.<BR>
<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana">(6) Referring to your phrase ̶=
0;a possible bloody war of civilization,” apocalypse with the clash of=
culture may be inevitable (as many of religious scriptures tell), but, as m=
y previous list distributions mentioned, our task would be to try to postpon=
e the occurrence of such an event as long as possible (at least, and definit=
ely during my lifetime) — that is why of our zeal and zest to work on =
the constructions of our GUS and Peace Gaming with the use of advanced Inter=
net — for prompting respect and mutual understanding among peoples acr=
oss boundaries of nations, continents and oceans. In this sense, I agr=
ee with your following words;<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">“The challenge facing the wor=
ld now is how to educate the globe’s 6.2 billion people in avoiding fu=
ture catastrophes. Such an education calls for a revival of the core v=
alues of compassion and enlightenment embedded in all great civilizations-- =
East or West. But it also demands the development of the cogniti=
ve and professional skills needed for survival in a technologically driven w=
orld.”<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">Pls visit Slide #10 to 12 at the af=
orementioned web site — particularly on the comparison of cultures of =
East and West.<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
(7) As said in Slides #3 to 5 of the above PowerPoint file and at the first=
of Introduction of our (I and Tapio) following paper, “wordR=
21; is a basic unit of human communications for dialogue, which is the basis=
of diplomacy for global peace.? The Greek origin of the "word" he=
re (Book of John 1:1) is logos which is the origin of "logic," e.g=
., Yes or No, One (1) or Zero (0), which is the basis of digital computers a=
nd telecommunication, e.g.,? the Internet.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">"<U>Creating Global E-Learning=
and E-Healthcare through the Global University System</U>," -- Paper b=
y Takeshi Utsumi and Tapio Varis for the 3rd eHealth Regional Symposium at D=
ubai International Exhibition Center, United Arab Emirates, January 26-27, 2=
003<BR>
http://www.friends-partners.org/GLOSAS/Global_University/Global%20Universit=
y%20System/Dubai%20Confeence_1-2003/E-learning%20with%20GU/E-learning_with_G=
U_D6.htm<BR>
<BR>
Logic is the basis of justice (as many of legal system show), and without j=
ustice, there is no peace. However, justice and tolerance have to be b=
alanced with “compassion and enlightenment” -- see Slide #10.<BR=
>
<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana">(8) I agree with your words “=
;Dialogue among civilization is therefore the only path for negotiating prob=
lems and solutions.” The Section VII of this paper said;<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">“The idea [of our Globally Co=
llaborative Environmental Peace Gaming (GCEPG)] involves interconnecting exp=
erts in many countries via global Internet to collaborate in the discovering=
of new solutions for world crises, such as the deteriorating ecology of our=
globe, and to explore new alternatives for a world order capable of address=
ing the problems and opportunities of an interdependent globe. (An example o=
f its use could be testing the validity of the Bush administration’s r=
ejection of the Kyoto Protocol on global environmental protection.)<BR>
<BR>
Gaming/simulation is the best tool we have for understanding the world's pr=
oblems and the solutions we propose for them. The understanding gained with =
scientific and rational analysis and critical thinking would be the basis of=
world peace, and hence ought to provide the basic principles of global educ=
ation for peace.”<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
(9) Referring back to the Slides 3 to 5 of the above PowerPoint file, the c=
oncept of zero was invented by Indian, and brought to west by Arabian —=
; hence “Arabic” numeral in contrast to “Roman” nume=
ral. Without their contributions, there is no present day’s scie=
ntific and technological advancements (including computer and Internet) in t=
he western civilization (with mainly Judeo-Christianity) to open the future =
of humanity.<BR>
<BR>
(10) On your words “Truth is increasingly considered to be the search=
for the truth” and “it must viewed as a journey, a process of b=
ecoming,” I recall the word made by Late James Connant, President of H=
arvard University who once said that the truth is something like a glaring s=
un. You approach one step near to it, and you think its outline is cle=
arer, but it is still glaring.<BR>
<BR>
(11) On your point of “paradigm shift,” I agree that the mind-c=
hange is the most difficult thing to do. When I tried to extend the pr=
edecessor of Internet to Japan almost a quarter century ago, I encountered w=
ith fierce oppositions from the Japanese Ministry of Posts and Telecommunica=
tions (PTT) -- with Mr. Yoshio Utsumi there at that time, DG of the current =
International Telecomm Union (ITU) -- and common carriers. This was be=
cause the Plain Old Telephone Service (POTS) of analog telephony was based o=
n the circuit-switching, and on the other hand, the packet-switching technol=
ogy of Internet is to share the valuable telecom circuit (and thus cost). &n=
bsp;The former was monopolistic and exclusive use of the circuit for securin=
g return on the investment of laying the circuits. The sharing princip=
le of the latter technology is more egalitarian and global e-learning is pro=
mpting this principle.<BR>
<BR>
After common carriers adapted this technology (AT&T to be the last one)=
, they compressed our telephone conversation — usually 8 to 1 ratio &#=
8212; and uncompressed it at the destination switching node computer as if i=
t would be the same as conversing through analog telephony circuit. Th=
is means that, when I made an oversea call to Tokyo from New York and spoke =
for 8 minutes, my voice used only one minutes worth of the circuit. Th=
e rest of 7 minutes worth was used by other parties. In a sense, in ad=
dition that I will be charged for 8 minutes, common carriers are charging ot=
her parties, too, for the use of the same circuit — i.e., multiple cha=
rging of the same circuit, and this is why telecom carriers can make huge mo=
ney!!<BR>
<BR>
When Tapio and I visited Yoshio at the ITU in Geneva in January of 1999 (wh=
en he was inheriting the DG-ship from Dr. Pekka Tarjanne, his predecessor an=
d one of our GUS Trustee members), I requested Yoshio to change the rate sys=
tem from “per minutes” to “per Kbytes” during his te=
nure for the sake of fairness. If he succeeds on this big “mind-=
change,” I will give him Grade A+.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Verdana">Global e-learning will soon use bro=
adband Internet. Videoconferencing through it is one of vital tools. &=
nbsp;Its audio conference will be an absolutely necessary component. W=
ith its proliferation, people will soon realize the possibility of Internet =
telephony which will then let those people necessitate to have the “pe=
r Kbytes” rate charge. In a sense, global e-learning is to make =
a social revolution in global scale. When I made my talk on this at th=
e Havana Institute of Technology last month, audiences appreciated to hear o=
f this futuristic view.<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Verdana"><BR>
Whether or not Yoshio will succeed on it, the so-called Wi-Fi broadband Int=
ernet is coming vogue at free of charge.<BR>
<BR>
Our task will then be how to proliferate such benefit to every corner of th=
e world and how to utilize it for e-learning and e-healthcare to eradicate p=
overty, and hence terrorism.<BR>
<BR>
(12) As you might have noticed in my previous list distribution, I have sta=
rted to work on the creation of a global e-learning center in Nagano Prefect=
ure of Japan — pls visit its outline in Section V of “(08/18/02)=
Respect to Intellectual Property (Copyright) and Outline of Japan Project&#=
8221; which can be retrieved at;<BR>
http://www.friends-partners.org/pipermail/gu-l/2002q3/000144.html<BR>
<BR>
Peace education will be one of major categories of this center, and when th=
ings get more confirmed, I will approach to you for your collaboration.<BR>
<BR>
(13) You may also be interested to visit the Norwegian’s initiative t=
o create a Global Virtual University (with about US$2 million) in my previou=
s list distribution “(12/05/02) Africa and Norway connections” w=
hich can be retrieved at;<BR>
http://www.friends-partners.org/pipermail/gu-l/2002q4/000158.html<BR>
<BR>
Best, Tak<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>ATTACHMENT I=20
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
------ Forwarded Message<BR>
From: Tapio Varis <tapio.varis@uta.fi><BR>
Date: Sat, 07 Dec 2002 20:30:28 +0200<BR>
To: Takeshi Utsumi <utsumi@columbia.edu>, David Johnson <daj@utk.e=
du><BR>
Cc: Takeshi Utsumi <utsumi@columbia.edu>, Alexandre Rivas <alex_ma=
u@argo.com.br>, Miguel Garay <garay@ceis.ispjae.edu.cu>, Paul Lefre=
re <p.lefrere@open.ac.uk>, Marco Antonio Dias <mardias@wanadoo.fr&g=
t;, Roberto Sepulveda <sepul@ceis.ispjae.edu.cu><BR>
Subject: brief report from Tapio´s activities<BR>
<BR>
<BR>
Dear Friends,<BR>
<BR>
Please find enclosed my brief report from the Unesco World Forum and the <B=
R>
situation ow my work. Any comment welcome! Regards,<BR>
<BR>
Tapio<BR>
<BR>
<BR>
------ End of Forwarded Message<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>ATTACHMENT II=20
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
Date: Sun, 17 Nov 2002 21:06:29 +0200<BR>
To: "Ruben C. Umaly" <rcumaly@aseanfoundation.org><BR>
From: Tapio Varis <tapio.varis@uta.fi><BR>
Subject: Re: UNESCO Chair Meeting<BR>
Cc: y.wang@unescobkk.org, President@stou.ac.th, "Jin He" <jin.=
he@Helsinki.FI>,<BR>
utsumi@columbia.edu<BR>
<BR>
Mr. Ruben Umaly<BR>
Executive Director of the ASEAN Foundation<BR>
<BR>
Dear Ruben Umaly,<BR>
<BR>
Further to our correspondence before your trip to Bankok and mine to Paris =
<BR>
I want to tell you that I had very encouraging talks with Asean <BR>
representatives in Unesco, Paris. I spoke at length with Dr. Tong-In <BR>
Wongsothom, President of Sukhothau Thammathirat Open University of <BR>
Thailand, and Professor Wang Yibing, Programme Specialist in Higher and <BR=
>
Distance Education at Unesco Asia Bureau. We agreed to cooperate in the <BR=
>
future. Prof. Wang Yibing is Chinese national and I told him also of my and=
<BR>
my wife s planned visit to China next April. I am copying this messag=
e to <BR>
them, and also to my colleague Dr. Utsumi of our Unesco project. <BR>
Furthermore, I am also copying the message to my former Ph.D. student Dr. <=
BR>
He Jin here in Helsinki who is helping me to organize the trip to China. I =
<BR>
will work with the details with her but wanted you to know that I am <BR>
actively preparing a visit to China now.<BR>
<BR>
Yours sincerely,<BR>
<BR>
Tapio Varis<BR>
Professor and Unesco Chair<BR>
www.uta.fi/ titava<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>ATTACHMENT III=20
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
<B>Subject: </B>Fwd: Re: Tapio´s report from Paris<BR>
<B>Date: </B>Monday, December 9, 2002 12:02 AM<BR>
<B>From: </B>Tapio Varis <tapio.varis@uta.fi><BR>
<B>To: </B><utsumi@columbia.edu><BR>
<BR>
Tak,<BR>
<BR>
FYI - my interest to work with Majid is great. regards,<BR>
<BR>
Tapio<BR>
<BR>
<BR>
>From: tehranian@aol.com<BR>
>Date: Sun, 8 Dec 2002 15:29:54 EST<BR>
>Subject: Re: Tapio´s report from Paris<BR>
>To: tapio.varis@uta.fi<BR>
>X-Mailer: AOL 8.0 for Windows US sub 230<BR>
><BR>
>Dear Tapio:<BR>
><BR>
>Thanks for sharing your report with me. I found your paper and re=
port <BR>
>most fascinating. Toda Institute would be happy to collaborate wi=
th you <BR>
>on any concrete proposal that your might have. If you look up our=
<BR>
>website, you will see that we have embarked on a research project focus=
ed <BR>
>on global democracy. Elearning is an aspect that is not covered, =
and I <BR>
>would welcome any initiative on that front.<BR>
><BR>
>On another note, two of my friends at Victornia Univ., NZ, recently sen=
t <BR>
>me their manuscript on the idea of a global virtual university. t=
hey has <BR>
>asked me for a foreword. attched pls find a copy for your review =
and comments.<BR>
><BR>
>cheers, Majid <BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>ATTACHMENT IV <BR>
FOREWROD<BR>
The Idea of a Global Virtual University<BR>
By John Tiffin and Lalita Rajasingham @ 2002=20
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
This book offers a magnificent virtual vision. But the vision i=
s not utopian. It is armed with the marvels of the new communica=
tion and information technologies (CIT). It is also adorned with the r=
ich regalia of an institution that has for centuries survived the vicissitud=
es of time and space. The vision contains breadth, depth, erudition, a=
nd realism. Engagingly, it also provides us with many staged vir=
tual examples. <BR>
<BR>
Tiffin and Rajasingham offer us a vision that responds to a desperate globa=
l need. That need has been dramatically demonstrated by the rece=
nt raging events and debates. Beginning with Samuel Huntington&#=
8217;s Clash of Civilizations thesis (1993, 1996), the world has been intent=
ly focused on the North-South rather than the East-West conflicts of the Col=
d War era. It is also contemplating a possible bloody war of civ=
ilizations. <BR>
<BR>
A burning international debate has ensued. Voices countering the Hunt=
ington thesis have been raised. Benjamin Barber (1995) has characteriz=
ed the conflict as “Jihad vs. McWorld.” I had called=
the same phenomenon a conflict between two current world pathologies: ̶=
0;Identity vs. Commodity Fetishism.” (Tehranian 1981). Edw=
ard Said (2001) has called the Huntington’s thesis “a clash of i=
gnorance.” Tariq Ali (2002) has called it a clash of marke=
t and religious fundamentalisms. In 1996, the Toda Institute for=
Global Peace and Policy Research chose “Dialogue of Civilizations for=
Global Citizenship” for its motto. Four years later, in 2000, t=
he Institute brought together peace scholars from eight civilizations to eng=
age each other in a serious dialogue. The results were later published=
in Dialogue of Civilizations: A New Peace Agenda for a New Millennium, incl=
uding perspectives from Shamanism, Hinduism, Buddhism, Confucianism, Judaism=
, Christianity, Islam, and Secular Humanism. At the initiative o=
f President Mohammad Khatami of Iran, the United Nations designated 2001 as =
the Year of Dialogue among Civilizations. <BR>
<BR>
Ironically, however, 2001 coincided with the terrorist September 9th attack=
on the United States. That tragedy has ushered a new era that t=
hreatens to pitch the world’s rich against the world’s poor in a=
global civil war. The clash could be, as Huntington has put it,=
“between the West and the rest.” In a New York Time=
s article, on November 27, 2002, Thomas Friedman dramatized “the clash=
” by an imaginary letter from President George W. Bush to the Muslim w=
orld warning it of the dire consequences of its belligerence. In the m=
eantime, a parallel war is being waged on all sides to match the war of word=
s. <BR>
<BR>
Are we facing a conflict of unabashed material interests such as the contro=
l of Middle East oil, irreconcilable confrontation of fanaticisms, or an une=
mbellished clash of civilizations? All three factors are probabl=
y at work in a complex bundle to camouflage human greed and ignorance.  =
; “Civilization is a race between education and catastrophe,̶=
1; as H. G. Wells has so aptly put it. The challenge facin=
g the world now is how to educate the globe’s 6.2 billion people in av=
oiding future catastrophes. Such an education calls for a revival of t=
he core values of compassion and enlightenment embedded in all great civiliz=
ations-- East or West. But it also demands the development of th=
e cognitive and professional skills needed for survival in a technologically=
driven world. <BR>
<BR>
Tiffin and Rajasingham respond to this daunting challenge by calling for th=
ree concurrent transformations: in higher education, knowledge modalit=
ies, and civilizational boundaries. Under the impact of CIT, the trans=
formation in higher education has already begun. The explosion of virt=
ual universities is threatening to overtake the functions of traditional uni=
versities. Eli Noam (1995) has argued that the end is near. &nbs=
p;According to this view, conventional universities have already lost much o=
f their functions of knowledge production (to transnational corporations and=
think tanks), knowledge distribution (to virtual universities), and knowled=
ge storage (to data banks, electronic libraries, Internet, and Worldwide Web=
). Some conventional universities, however, have responded to th=
e challenge. Many universities have already launched or ar=
e experimenting with a complex of variety of distance education programs.<BR=
>
<BR>
Universities are not however knowledge factories. They are vita=
l and interactive social institutions. Along with other cultural=
and scientific institutions (religious, artistic, literary, and scientific =
establishments), they act as the moral and intellectual guardians of their s=
ocieties. They are important conduits for socialization, recruitment, =
innovation, reflection, service, and empowerment (Tehranian 1996). &nb=
sp; Tiffin and Rajasingham acknowledge all of this. But the=
y persuasively argue that a more universal higher education is now made tech=
nologically possible by liberating learning from time and space. <BR>
<BR>
The new virtual universities are globalizing, democratizing, and transformi=
ng knowledge. Conventional universities in the Hindu-Buddhist, C=
onfucian, Judaic, Christian, and Islamic worlds imposed certain boundaries o=
n knowledge. Those boundaries were closely associated with metap=
hysical worldviews. Modern universities imposed a different set of bou=
ndaries on knowledge closely tied to the new positivism and empiricism of mo=
dern science. The parameters of knowledge could expand only with=
paradigm shifts from Newtonian to Darwinian and Einsteinian worldviews. &nb=
sp;String and chaos theories have further expanded those parameters. &=
nbsp;But virtual universities are further expanding the boundaries by global=
izing, democratizing, and relativizing all knowledge. Those who =
claim to have arrived at the Truth, whether metaphysical or scientific, are =
increasingly under the suspicion that they have lost it. <=
BR>
<BR>
Truth is increasingly considered to be the search for the truths. Two=
prominent theologians, one Jewish and another Muslim, have called for toler=
ance, nay celebration, of differences (Sacks 2002; Soroush (1378/1999). &nbs=
p;That means dialogue with other peoples, cultures, and civilizations.  =
; In this fashion, the concept of civilization itself is undergoing a p=
rofound transformation. Civilization is no longer to be consider=
ed as definite destination. Rather, it must viewed as a journey, a pro=
cess of becoming. No nation can therefore claim to have arrived =
at a civilized state. Clash of civilizations is thus a bloody game onl=
y for the fanatics. Dialogue among civilizations is therefore th=
e only path for negotiating problems and solutions. Such new perspecti=
ves fostered by conventional as well as virtual universities can perhaps sav=
e humanity from the follies and catastrophes of its own making. =
<BR>
<BR>
That is the good news. However, the same information and commun=
ication technologies that have immensely enhanced educational opportunities =
have also enabled Al-Qaide to plan globally for terror in a communication, f=
inancial, and political network. The same technologies also have place=
d us in a global fishbowl. To pacify the revolutionary poor hungering =
for bread, Marie Antoinette today would not have been able to suggest, ̶=
0;Let them eat cake.” She would have been chastised =
in the face of images of famine in Africa and elsewhere as portrayed by the =
global television networks. Such utter ignorance of the world by the a=
ffluent would have been unthinkable. <BR>
<BR>
On the other hand, the same CI technologies have enabled the world’s =
poor and marginalized population to witness the life style of the rich on te=
levision. Exposure to global advertising has whetted their appet=
ite for consumer goods that are effectively out of their reach. Rising=
expectations and frustrations among the poor are displaying themselves in r=
ising alienation, regression, and aggression. The human insecuri=
ties of the marginalized are in turn mirrored in the human insecurities of t=
he entrenched. Ghettoes of the poor in urban slums thus find the=
ir mirror image in the ghettoes of the rich in the gated communities defende=
d by electronic surveillance. <BR>
<BR>
To build a more peaceful and prosperous world for all, can virtual learning=
transform the human energies mobilized for violence into human efforts for =
peace and development? For an eloquent response to this critical=
question, dear reader, I cannot offer you a better source than the la=
st two concluding paragraphs of this splendid book.<BR>
</FONT>
<P ALIGN=3DRIGHT>
<FONT FACE=3D"Verdana">Majid Tehranian<BR>
University of Hawaii at Manoa<BR>
Toda Institute for Global Peace and Policy Research<BR>
Honolulu, 27 November 2002=20
</FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
</FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><B><U>REFERENCES=20
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
Ali, Tariq. The Clash of Fundamentalisms: Crusades, Jihads, and Moder=
nity. London, Verso, 2002.<BR>
<BR>
Huntington, Samuel P. 1993. “The Clash of Civilizations,&=
#8221; Foreign Affairs, Summer.<BR>
<BR>
Huntington, Samuel P. 1996. The Clash of Civilizations and the =
Remaking of World Order. New York: Simon & Schuster.<BR>
<BR>
Noam, Eli. 1995. “Electronics and the Dim Future of the U=
niversity,” Science, vol. 270, October 13, pp. 247-249.<BR>
<BR>
Sacks, Jonathan. The Dignity of Difference. London:<BR>
<BR>
Said, Edward. “The Clash of Ignorance,” The Nation, Octob=
er 12, 2001.<BR>
<BR>
Soroush, Abdol-Karim. sarathaye mostaghim (The Straight Paths).  =
;Tehran: Sarat Cultural Foundation, 1378/1999.<BR>
<BR>
Tehranian, Majid. "The Fetish of Identity: Communications Revolution a=
nd Fundamentalist Revivals," Media Asia, 8:1, 1981.<BR>
<BR>
Tehranian, Majid. 1996. “The End of University?” Th=
e Information Society, 12:441-447.<BR>
<BR>
Tehranian, Majid & David W. Chappell, Eds. 2002. Dialogue of Civi=
lizations: A New Peace Agenda for the New Millennium. London: I. B. Ta=
uris.=20
</FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Verdana"><HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"><B><U>List of Di=
stribution=20
</U></B></FONT>
<P>
<FONT FACE=3D"Verdana"><BR>
<BR>
P. Tapio Varis, Ph.D, Professor<BR>
Acting President, Global University System<BR>
Chairman, GLOSAS/Finland<BR>
Unesco Chair in global eLearning<BR>
Professor and Chair of Media Education<BR>
Media Culture and Communication Education<BR>
Hypermedia laboratory<BR>
University of Tampere<BR>
P.O.Box 607<BR>
FIN-33101 Tampere<BR>
FINLAND<BR>
Tel: +358-3-215 6111<BR>
Tel: +358-3-614-5247--office in Hameenlinna<BR>
Tel: +358-3-215 6243--mass media lab in Tampere<BR>
GSM: +358-50-567-9833<BR>
Fax: +358-3-215 7503<BR>
tapio.varis@uta.fi<BR>
tapio.varis@helsinki.fi<BR>
http://www.uta.fi/~titava<BR>
<BR>
Majid Tehranian, Professor<BR>
School of Communications<BR>
University of Hawaii at Manoa<BR>
Honolulu, HI <BR>
96822, USA<BR>
808-956-3353<BR>
Fax: 808-956-5591<BR>
<U>majid@hawaii.edu<BR>
</U>or,<BR>
Director, <BR>
Toda Institute for Global Peace and Policy Research<BR>
1600 Kapiolani Blvd., Suite 1111<BR>
Honolulu, HI 96812, USA<BR>
808-955-8231<BR>
Fax: 808-955-6476<BR>
<U>majid@toda.org<BR>
</U>Website: www.toda.org<BR>
<BR>
Dr. Edward A. Friedman<BR>
Director<BR>
Center for Improved Engineering and Science Education (CIESE)<BR>
Professor of Technology Management<BR>
Stevens Institute of Technology<BR>
Castle Point on Hudson<BR>
Hoboken, NJ 07030<BR>
201-216-5188<BR>
Fax: 201-216-8069<BR>
EIES No. 1871<BR>
FRIEDMAN@STEVENS-TECH.EDU<BR>
http://www.k12science.org<BR>
<BR>
</FONT><FONT FACE=3D"Courier">***********************************************=
***********************<BR>
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA  =
; &nb=
sp;*<BR>
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *<BR>
* Laureate of Lord Perry Award for Excellence in Distance Education *=
<BR>
* President Emeritus and V.P. for Technology and Coordination of &nbs=
p; *<BR>
* ??Global University System (GUS) &nbs=
p; &n=
bsp; =
*<BR>
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. &n=
bsp; *<BR>
* Tel: 718-939-0928; Email: utsumi@columbia.edu &nb=
sp; &=
nbsp; *<BR>
* http://www.friends-partners.org/GLOSAS/ &nb=
sp; &=
nbsp; *<BR>
* Tax Exempt ID: 11-2999676  =
; &nb=
sp; &=
nbsp; *<BR>
**********************************************************************<BR>
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