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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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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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"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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Higher Education --- Universities and colleges --- Aims and objectives --- Philosophy
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With higher education around the world in a period of extreme flux, this volume explores its underlying philosophy, a core element of the ongoing debate. Offering a diverse range of perspectives from an international selection of renowned scholars of higher education, the book is full of imaginative insights that add up to a substantive contribution to the discussion. As universities attempt to adapt to a new environment characterized by stiff international competition, networked remote learning, burgeoning student numbers, and comparative performance assessment, how we conceptualize the purpose and ethos of our higher learning institutions is more important than ever. This publication features a multitude of distinctive approaches that illuminate potential solutions to the complex issues universities must grapple with in these uncertain times. Rather than espousing a singular philosophical approach, the editors have assembled views from across the spectrum and from differing national contexts, representing a multidisciplinary response to the situation. This collection of papers aims thus to inspire fresh developments in the way we think about the complexities of, and options available to, higher education.
Education, Higher --- Education --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Philosophy. --- Philosophy and social sciences. --- Higher education. --- Philosophy of Education. --- Professional & Vocational Education. --- Higher Education. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Social sciences and philosophy --- Social sciences
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This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader. At a time of excessive student demand, and unprecedented debate as to what and whose public good higher education serves, comes an anthology, which learns from the past to understand, that which is yet to come. Philosophers on the University offers sophisticated and unafraid analyses of what constitutes a university, its truth, its responsibility, and its accountability. A book of deep thoughts and insights, surpassed only by the immense purpose which higher education ought to fulfill. Prof Nuraan Davids, Stellenbosch University, South Africa.
Education, Higher --- Philosophy. --- Education—Philosophy. --- Philosophy and social sciences. --- Higher education. --- Educational Philosophy. --- Philosophy of Education. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Social sciences and philosophy --- Social sciences --- Education --- Education, Higher.
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