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Les essais ici réunis sont les actes du colloque organisé en 2015 par le Collège international de philosophie. L'ouvrage questionne le rôle des humanités dans la construction des idées universitaires en Europe. Alors que les gouvernements européens ont adopté une vision de l'enseignement supérieur centrée sur la rentabilité de la recherche et de l'instruction, il apparaît nécessaire de réévaluer le sens et les possibilités des humanités. Une dizaine de chercheurs s'y emploient.

Universités --- Enseignement classique --- Éducation humaniste --- Programmes d'études --- Universities and colleges. --- Education, Higher --- Education, Humanistic --- Humanities --- Philosophy --- Europe --- Éducation --- Philosophie. --- Education --- Study and teaching --- Programmes d'études --- Education, Higher - Philosophy --- Humanities - Philosophy --- Education - Study and teaching

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This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs.

Education. --- Professional & Vocational Education. --- Higher Education. --- Learning & Instruction. --- Education, Higher. --- Education --- Enseignement supérieur --- Education, Higher -- Philosophy. --- Social Sciences --- Education, Special Topics --- Education, Higher --- Philosophy. --- Higher education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Professional education. --- Vocational education. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education

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In a time when it seems like we've run into the limits on what Marx, Dewey, and Freud might hold for liberatory critique, this peculiarly uplifting book seeks to identify some promising thinking and teaching practices, especially for work in our contemporary “corporate university of excellence.” With auto-ethnography as a baseline for reflection on her personal teaching life in this troubling political era, as well as an insistence that all students are future teachers whether they seek formal work in classrooms or not, Barbara Regenspan selects insights descending from her horribly imperfect trinity (Marx, Dewey, and Freud), to revaluate what it means to have “obligations to unknowable others” in our complex and global reality. Drawing on an interdisciplinary cast of contemporary social theorists such as Avery Gordon, Deborah Britzman, Maxine Greene, Bill Readings, and Alain Badiou, this book traces hauntagogical thinking and related classroom practice–hauntagogy–pedagogy aimed to create wide-awakeness through the unearthing of acts of historical and interpersonal hauntings. Balanced between critique and hope, Regenspan offers the field of Educational Studies including teacher education, but also higher education more generally, a way of conceiving of the classroom as a place where contradictions in discourses are mined with and for our students who will be future teachers in the formal or informal sense. Here is a view of what historical materialism might hold for the relationship between democracy and education and what that relationship means for new, wild, conceptions of self, politics, and spirituality. “Barbara Regenspan combines the personal, the political, and the educational in creative ways in this volume. In the process, she provides a number of important insights into the human complexities and necessary commitments involved in struggling toward an education that is worthy of its name.” – Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison and author of Can Education Change Society? “So much of my experience as an American teacher fell into place while reading this book. Regenspan never veers far from the pragmatic and personal realities of being an American educator right now, grappling with indifference, short-sightedness and disillusionment of the system. Her deft, and often profound intellectual work is peppered with anecdotes, both personal and pedagogical, and these accounts of teaching and learning on the ground level make her case fierce and fresh. Haunting and the Educational Imagination is politically humane and intellectually electrifying.” – Tony Hoagland, Professor of Creative Writing at the University of Houston, National Book Award Finalist, teacher of high school English teachers, and author of Unincorporated Persons in the Late Honda Dynasty. Cover design by Madison Kuhn.

Education. --- Education, Higher -- Philosophy. --- Teacher educators -- Biography. --- Teaching -- Philosophy. --- Education --- Social Sciences --- Education - General --- Teaching --- Education, Higher --- Philosophy. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Teacher educators --- Biography. --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- College teachers

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Since its publication almost 150 years ago, The Idea of a University has had an extraordinary influence on the shaping and goals of higher education. The issues that John Henry Newman raised-the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science-have provoked discussion from Newman's time to our own. This edition of The Idea of a University includes the full text of "University Teaching" and four selections from "University Subjects," together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early nineteenth-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implications of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research, and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which will help make this the standard teaching text for Newman's work.

Education, Higher --- Universities and colleges --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Philosophy. --- Newman, John Henry, --- Newman, John Henry, -- 1801-1890. -- Idea of a university.. --- Education, Higher -- Philosophy.. --- Universities and colleges -- Philosophy.

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Christian fundamental theology --- Faith and reason. --- Religion and science. --- Education, Higher --- Liturgical language. --- Philosophy and religion. --- Foi et raison --- Religion et sciences --- Enseignement supérieur --- Langue liturgique --- Philosophie et religion --- Philosophy. --- Philosophie --- Faith and reason --- Religion and science --- Liturgical language --- Philosophy and religion --- Philosophy --- 234.23 --- #GGSB: Dogmatiek --- #GGSB: Schepping --- Geloof en wetenschap. Openbaring en rede --- 234.23 Geloof en wetenschap. Openbaring en rede --- Enseignement supérieur --- Christianity and science --- Geology --- Geology and religion --- Science --- Science and religion --- Christianity and philosophy --- Religion and philosophy --- Religion --- Language, Liturgical --- Language and languages --- Liturgics --- Faith and logic --- Logic and faith --- Reason --- Reason and faith --- Reason and religion --- Religion and reason --- Religious aspects --- Dogmatiek --- Schepping --- Education, Higher - Philosophy --- Acqui 2006