The authors in this book analyze resilience and sustainability in seven different complex adaptive systems (human beings, megaprojects, higher education, food systems, climate change, healthcare settings and cities) by highlighting transitions from complexity to transdisciplinarity as a strategy for knowledge integration. The book provides insights about the nature of complex adaptive systems based on the cases studied, in particular the issue of second order cybernetics (associated to the mind-matter problematic), the role of entropy in complex systems and the importance of the notion of reflexivity in the current cognitive-reflexive stage in world capitalism. In this way, the book aims at contributing to current debates and objections about the validity of traditional ontological and epistemological positions in the face of radical and rapid transformations worldwide affecting some aspects of capitalist development. The Conclusions explore how complex sustainability needs to integrate several elements beyond the conventional view expressed in the standard, anthropocentric definition of sustainability. The contributions in this book are important for anyone interested in meaningfully designing research on resilience and sustainability that uses complexity and transdisciplinary perspectives and frameworks. ENDORSEMENTS: "This volume, edited and co-authored by Gerardo del Cerro Santamaría, is an important book for our times. It illustrates the necessity of utilizing transdisciplinary approaches to address the unremitting onslaught of environmental disasters in the post-COVID era. It serves as an essential primer for understanding the critical intersections between complexity, sustainability, and resilience. Readers will undoubtedly become more reflective about their own inquiries as they learn how scholars from different fields integrate knowledge to offer innovative and meticulously researched insights regarding many of today’s most pressing global issues." — Tanya Augsburg, San Francisco State University "From Complex Systems to Transdisciplinarity, edited and co-authored by Gerardo del Cerro Santamaría, takes resilience and sustainability to center stage, and brings to the fore the limits of individual disciplines in understanding the intricacies of nature, ecology and capitalism as it applies to seven complex systems. The book advocates for an interconnected, creative and holistic path while calling for a transition from complexity to transdisciplinarity as a means of integrating knowledge. This challenges conventional ontological and epistemological perspectives in the face of our rapidly changing societies. This book offers a novel analytical perspective and is a valuable resource for researchers and scholars interested in addressing global challenges through complex resilience, sustainability and transdisciplinarity." — Florent Pasquier, Sorbonne Université and Centre International de Recherches et Études Transdisciplinaires (CIRET), Paris, France "Today’s grand and global challenges are marked by irreducible complexities. They cannot be adequately addressed by reductionist approaches and are likely to not have a single, undisputable solution. The contributions to this volume, carefully edited by Gerardo del Cerro Santamaría, acknowledge these impurities and argue for approaches that transgress on-sided or narrow-minded perspectives. Thus, they offer topical insights into different domains and concepts that address issues of sustainability and resilience without reiterating traditional dichotomies between nature and culture or society and technology. Hence, the volume puts transdisciplinary in the centre of research practices that are both experimental and democratic. From Complex Systems to Transdisciplinarity is insightful and innovative, and a book you cannot ignore." — Cornelius Schubert, Technische Universität Dortmund, Germany "This book shows how the Anthropocene world is an unpredictable system of complex systems. To comprehend and transform this world towards sustainability, we need new ontological and epistemic lenses offered by transdisciplinary inquiry. Policy makers, scientists and corporate leaders will benefit from reading this important collection of essays on the fundamental topics of resilience, sustainability, cybernetics, reflexivity, nature, and entropy." — Paul Shrivastava, Penn State University and The Club of Rome, United States of America

The imperative of happiness dictates the conduct and direction of our lives. There is no escape from the tyranny of positivity. But is happiness the supreme good that all of us should pursue? So says a new breed of so-called happiness experts, with positive psychologists, happiness economists and self-development gurus at the forefront. With the support of influential institutions and multinational corporations, these self-proclaimed experts now tell us what governmental policies to apply, what educational interventions to make and what changes we must undertake in order to lead more successful, more meaningful and healthier lives. With a healthy scepticism, this book documents the powerful social impact of the science and industry of happiness, arguing that the neoliberal alliance between psychologists, economists and self-development gurus has given rise to a new and oppressive form of government and control in which happiness has been woven into the very fabric of power.

This book presents an interdisciplinary approach to the study of affectivity and human learning by bridging the gap between neuroscience, cultural and cognitive psychology. It brings together studies that go beyond the focus on cognitive-intellectual variables involved in learning processes and incorporate the study of the role played by affectivity and emotions in learning not only at educational settings but in all processes of transformation and human development, thus presenting affectivity as a catalyst and mediator of all daily learning processes. Chapters brought together in this contributed volume present both theoretical contributions and results of empirical research from different disciplines, such as neuroscience, cognitive psychology, cultural psychology, educational psychology, developmental psychology and philosophy, and are grouped into five thematic sections. The first part of the book brings together chapters discussing different aspects of the role played by affectivity in learning processes from the perspectives of cultural, educational and developmental psychology. The second part is dedicated to the role of affectivity for teachers during their training as educators and during their pedagogical practice in diverse contexts. The third part focuses on the relationship between affectivity and learning from a neuroscientific point of view. The fourth part discusses affectivity and learning in therapeutic and clinical contexts. Finally, the fifth part brings together chapters about affectivity and learning in everyday life. By bringing together this rich interdisciplinary collection of studies, Affectivity and Learning: Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology will be a valuable resource for researchers in the fields of psychology, neuroscience and education, as well as for educators and teachers interested in knowing more about the relationship between affectivity and human learning.

The cultural change denominated as “the new normal” goes far beyond the adaptation to habits like physical distancing, limited person-to-person contact, teleworking, and self-isolation established with the COVID-19 pandemic. A series of significant transformations in human behavior spreads today in societies all around the world: physical intimacy decreases while virtual reality expands and alterity declines while artificial intelligence emerges, leading to structural reconfigurations of sex, relationships, gender awareness, and subjectivity. Sexuality and Eroticism in a Post-pandemic World explores this new cultural atmosphere through twelve interdisciplinary essays questioning global governmentality and challenging the biopolitics of the new normal—the administration of self-control societies so politically correct that repressed desire for otherness only finds a simulation of its satisfaction with the forced abnormality, outrageousness, and violence of mainstream porn—, going from ars erotica to alternative pornography, from online dating to gender fluidity, from LGBTQI+ artivism to sex life cultivation, and more.

With contributions from 22 scholars and empirical material from 29 countries within and beyond Latin America, this book identifies subtypes of populism to further understand right-wing populist movements, parties, leaders, and governments. It seeks to examine whether the term populism continues to have any validity and what relationship(s) it has to democracy. Part 1 is an exploration of populism as an analytical concept. It asks how populism can and should be defined; whether populism can be broken down into subtypes; and whether the use of the term within and beyond Latin America in recent scholarship has been consistent. Part 2 focuses on political economy, and specifically whether political economy explanations of both the causes and consequences of right-wing populism fit recent cases in Latin America, Europe, and the Philippines. Part 3 examines institutions, and in particular institutions of coercion and digital communication. It contains chapter studies on various aspects of populism in Brazil, Spain, India, and Italy. Part 4 concerns the coronavirus pandemic and the specific case of right-wing populism in Brazil. It examines the Bolsonaro government’s response to the coronavirus pandemic, and how that response exacerbated the health crisis and reduced the government’s popularity. Right-Wing Populism in Latin America and Beyond is a timely and socially relevant contribution to the understanding of contemporary challenges to democracy. It will be of interest to scholars, students, and practitioners eager to understand the rise in right-wing agendas across the globe.

This book is one of the results of the III International Seminar on Research on Mediatization and Social Processes held in 2019. The III International Seminar on Research on Mediatization and Social Processes had a program developed on two levels: Debate Tables, with invited researchers (five discussion tables, with the participation of researchers from France (3), Argentina (2), Germany (1), and Brazil (5). The schedule of the III Seminar and its structure can be seen at https://www.midiaticom.org/seminario-midiatizacao/grade-de-programacao-2019/. In total, there were 15 hours of debates at the five Discussion Tables. Methodologically, the Seminar takes place in the articulation of Debate Tables with international guests and Working Groups with the presence of researchers, doctors, doctoral students, masters, and masters' degree students. We point out that, even in the scope of training processes, master's and doctoral students, masters and doctors, post-doctors and post-doctoral graduates, and members of the organizing Research Group take part as reviewers, in a blind evaluation process, of the expanded abstracts submitted by graduates with a lower title - under the coordination of the research professors from the Mediatization and Social Processes Group. They evaluated (in a group of more than three dozen reviewers) each of the works submitted by colleagues with a lower instructional level, with classificatory notes, which resulted in the approved works. They were then grouped by the Organizing Committee, successively, until they reached the event's working groups.

This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT). Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies. The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance. The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China's Curriculum Reform, and the history of colonialism in the Middle East. Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice. The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA.