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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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"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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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 reinvigorates the philosophical treatment of the nature, purpose, and meaning of thought in today’s universities. The wider discussion about higher education has moved from a philosophical discourse to a discourse on social welfare and service, economics, and political agendas. This book reconnects philosophy with the central academic concepts of thought, reason, and critique and their associated academic practices of thinking and reasoning. Thought in this context should not be considered as a merely mental or cognitive construction, still less a cloistered college, but a fully developed individual and social engagement of critical reflection and discussion with the current pressing disciplinary, political, and philosophical issues. The editors hold that the element of thought, and the ability to think in a deep and groundbreaking way is, still, the essence of the university. But what does it mean to think in the university today? And in what ways is thought related not only to the epistemological and ontological issues of philosophical debate, but also to the social and political dimensions of our globalised age? In many countries, the state is imposing limitations on universities, dismissing or threatening academics who speak out critically. With this volume, the editors ask questions such as: What is the value of thought? What is the university’s proper relationship to thought? To give the notion of thought a thorough philosophical treatment, the book is divided into in three parts. The focus moves from an epistemological perspective in Part I, to a focus on existence and values in higher education in Part II, and then to a societal-oriented focus on the university in Part III. All three parts, in their own ways, debate the notion of thought in higher education and the university as a thinking form of being.

Education, Higher --- Thought and thinking. --- Philosophy. --- Education --- Education, Higher. --- Social sciences-Philosophy. --- Ethnology. --- Educational Philosophy. --- Philosophy of Education. --- Higher Education. --- Social Theory. --- Cultural Anthropology. --- Cultural anthropology --- Ethnography --- Races of man --- Social anthropology --- Anthropology --- Human beings --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Education—Philosophy. --- Philosophy and social sciences. --- Higher education. --- Social sciences—Philosophy. --- Social sciences and philosophy --- Social sciences --- Sociocultural Anthropology. --- Social philosophy --- Social theory