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Teaching --- Higher education --- Education, Higher --- Universities and colleges --- Postmodernism and education. --- Enseignement supérieur --- Universités --- Postmodernisme et éducation --- Aims and objectives. --- Philosophy. --- Finalités --- Philosophie --- Postmodernism and education --- Aims and objectives --- Philosophy --- #SBIB:316.334.1O224 --- #SBIB:316.334.1O221 --- Organisatie van het onderwijs: school --- Organisatie van het onderwijs: nationaal --- Enseignement supérieur --- Universités --- Postmodernisme et éducation --- Finalités --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education and postmodernism --- Education --- Education, Higher - Aims and objectives --- Universities and colleges - Philosophy
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Critical theory --- Critical thinking --- Education, Higher --- Education --- Théorie critique --- Pensée critique --- Enseignement supérieur --- Study and teaching (Higher) --- Philosophy --- Etude et enseignement (Supérieur) --- Philosophie --- Critical theory. --- Pedagogiek en onderwijskunde --- Hoger onderwijs --- Kritisch denken --- Philosophy. --- moderne schoolsystemen --- filosofie --- hoger onderwijs --- didactiek --- moderne schoolsystemen. --- filosofie. --- didactiek. --- Théorie critique --- Pensée critique --- Enseignement supérieur --- Etude et enseignement (Supérieur)
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What is the emerging shape of the University? Are there spaces for present activities to be practised anew or even for new activities? If these questions have force, they show that the metaphors of shapes and spaces can be helpful in understanding the contemporary university.Research, teaching and scholarship remain the dominant activities in universities and so it is their relationships that form the main concerns of this volume. Are these activities pulling apart from each other? Or might these activities be brought more together in illuminating ways? Is there space to redesign these activities so that they shed light on each other? Is there room for yet other purposes?In this volume, a distinguished set of scholars engage with these pertinent but challenging issues. Ideas are offered, and evidence is marshalled, of practices that suggest a re-shaping of the University may be possible.Reshaping the University appeals to those who are interested in the future of universities, including students, researchers, managers and policy makers. It also addresses global issues and it will, therefore, interest the higher education community worldwide.Contributors: Ronald Barnett, David Dill, Carol Bond, Lewis Elton, Mick Healey, Mark Hughes, Rajani Naidoo, Mark Olssen, Bruce Macfarlane, Kathleen Nolan, Jan Parker, Michael Peters, Alison Phipps, Jane Robertson, Peter Scott, Stephen Rowland.
Universities and colleges --- Universités --- Research --- Departments --- Evaluation --- Recherche --- Départements --- #SBIB:053.AANKOOP --- #SBIB:316.23H2 --- #SBIB:316.334.1O326 --- Sociologie van de wetenschappen --- Doelen en functies van de universiteit --- wetenschappelijk onderzoek --- Science policy --- Higher education --- HO (hoger onderwijs) --- Universités --- Départements
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"Despite both positive and negative perceptions of the current state of higher education, the contemporary debate over what it is to be a university is limited. Most of all, it is limited imaginatively. The range of imagined options is narrow. The imagination has not been given anything even approaching a wide scope. As a result, our sense as to what a university could be and could become in the modern age is itself impoverished. If we are seriously to develop a wide range of ideas of the university that is adequate to the challenges of the modern world, the imagination itself needs to be freed. Imagining the University seeks to address each of these sets of issues and will do so by first, identifying a very wide range of ideas of the university as it is now unfolding and could become; secondly, by evaluating those conceptions of the university with a classification of ideas of the university; and thirdly, by reflecting on the imagination itself, its current impoverishment and its possibilities. Whether studying, researching or deciding policy, this book is vital reading to all those involved in the planning and delivery of higher education"--
Education, Higher --- Universities and colleges --- Enseignement supérieur --- Universités --- Aims and objectives. --- Philosophy. --- Finalités --- Philosophie --- Social science --- Sociology --- General --- General. --- open hoger onderwijs --- universiteiten --- Higher education --- Enseignement supérieur --- Universités --- Finalités --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Aims and objectives --- Philosophy
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School management --- Objectives of teaching --- Higher education --- moderne schoolsystemen --- Education, Higher --- Aims and objectives --- Evaluation --- Pedagogiek en onderwijskunde --- Aims and objectives. --- Evaluation. --- moderne schoolsystemen. --- Enseignement supérieur --- Finalités --- Education, Higher - Aims and objectives --- Education, Higher - Evaluation
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"Universities continue to expand bringing considerable debate about their purposes and relationship to the world. In The Ecological University, Ronald Barnett argues that universities fall short of their potential and responsibilities in an ever changing and challenging environment. This book centres on the idea that the expansion of higher education has opened new spaces and possibilities. The university is inter-connected with a number of ecosystems: knowledge, social institutions, culture, individuals, learning, the economy and the natural environment. These seven ecosystems of the university are all fragile and in order to advance and develop them, universities need to engage with each one. By looking at matters such as the challenges of learning, professional life and research and inquiry, this book outlines just what it could mean for higher education institutions to understand and realise themselves as exemplars of the ecological university. With bold and original insights and practical principles for development, this radical and transformative book is essential reading for university leaders and administrators, academics, students, and all interested in the future of the university" --
Universities and colleges --- Social ecology. --- Ecology, Social --- Environment, Human --- Human ecology (Social sciences) --- Human environment --- Environmental aspects. --- Ecological university. --- Social sciences --- Social ecology --- Environmental aspects
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Curriculum planning --- Education, Higher --- #SBIB:004.GIFTSOC --- #SBIB:316.334.1O360 --- Curricula --- Onderwijssociologie: curriculum: algemeen --- Curriculum development --- Higher education --- United States --- United States of America
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Education, Higher --- Postmodernism and education --- Universities and colleges --- 303 --- 378.4 --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education and postmodernism --- Education --- 303 Methoden bij sociaalwetenschappelijk onderzoek --- Methoden bij sociaalwetenschappelijk onderzoek --- 378.4 Universiteiten --- Universiteiten --- Aims and objectives --- Philosophy --- Teaching --- Higher education
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Examines the structure of what it is to have a will to learn. This book offers an idea of student development that challenges the dominant views of curricula understood largely in terms of skill or even of knowledge, and pedagogy understood as bringing off pre-specified 'outcomes'.
Will --- Learning --- Educational psychology. --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Psychology --- Learning process --- Comprehension --- Cetanā --- Conation --- Volition --- Ethics --- Philosophy --- Self --- Study and teaching (Higher)
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Education, Higher --- Education, Higher --- Inquiry (Theory of knowledge) --- Lerarenopleiding --- Postmodernism and education --- Aims and objectives --- Congresses --- Philosophy --- Congresses. --- Congresses. --- Algemeen. --- Congresses
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