View topic on PhilPapers for more information
Related categories

53 found
Order:
More results on PhilPapers
1 — 50 / 53
  1. added 2020-07-23
    University Lecturing as a Technique of Collective Imagination.Lavinia Marin - 2020 - In Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.), Post-critical Perspectives on Higher Education. pp. 73-82.
    Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  2. added 2020-07-22
    A Matter of Trust: : Higher Education Institutions as Information Fiduciaries in an Age of Educational Data Mining and Learning Analytics.Kyle M. L. Jones, Alan Rubel & Ellen LeClere - forthcoming - JASIST: Journal of the Association for Information Science and Technology.
    Higher education institutions are mining and analyzing student data to effect educational, political, and managerial outcomes. Done under the banner of “learning analytics,” this work can—and often does—surface sensitive data and information about, inter alia, a student’s demographics, academic performance, offline and online movements, physical fitness, mental wellbeing, and social network. With these data, institutions and third parties are able to describe student life, predict future behaviors, and intervene to address academic or other barriers to student success (however defined). Learning (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  3. added 2020-07-21
    The Temptation of Data-Enabled Surveillance: Are Universities the Next Cautionary Tale?Alan Rubel - 2020 - Communications of the Acm 4 (63):22-24.
    There is increasing concern about “surveillance capitalism,” whereby for-profit companies generate value from data, while individuals are unable to resist (Zuboff 2019). Non-profits using data-enabled surveillance receive less attention. Higher education institutions (HEIs) have embraced data analytics, but the wide latitude that private, profit-oriented enterprises have to collect data is inappropriate. HEIs have a fiduciary relationship to students, not a narrowly transactional one (see Jones et al, forthcoming). They are responsible for facets of student life beyond education. In addition to (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  4. added 2020-06-30
    Silencing and Freedom of Speech in UK Higher Education.Finlay Malcolm - forthcoming - British Educational Research Journal.
    Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about free speech arising from certain university policies. Second, the findings exclude important issues concerning restrictions to speech on (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  5. added 2020-06-20
    МЕХАНИЗМЫ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В ВЫСШЕЙ ШКОЛЕ: СОТРУДНИЧЕСТВО VS. КОНКУРЕНЦИЯ.Sophia Polyankina - 2019 - Профессиональное Образование В Современном Мире 9 (1):2397–2405.
    Статья нацелена на установление причин недовольства реформами высшего образования. Автор усматривает их истоки в несовпадении концептуальных метафор образования, которыми руководствуются работники высшей школы и мега- и макрорегуляторы системы образования. Экономцентричная логика последних заставляет ориентировать индивидов и целые организации высшего образования на конкурентные отношения. Однако это противоречит русской ментальности, и конкуренция зачастую осуществляется за счет сотрудничества. Противостояние патерналистскому стилю управления является мощным интегрирующим фактором. Автор выделяет и описывает несколько уровней, на которых прослеживаются отношения конкуренции и сотрудничества, а также характеризует социально-одобряемые и (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  6. added 2020-06-17
    Социальные интеграция и дифференциация в контексте «третьей миссии» университета.Sophia Polyankina - 2016 - In Сборник научных трудов V Сибирcкого философского семинара. pp. 263-267.
    Проведя анализ работ на тему миссии университета, автор приходит к заключению, что социальная интеграция и дифференциация зафиксированы в качестве средств и/или целей университетского образования в классических работах на тему идеи и миссии университета, а среди современных трактовок его «третьей миссии» наибольшее внимание изучаемым процессам уделяется в контексте социальной вовлечённости университета в жизнь сообщества.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  7. added 2020-04-13
    ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  8. added 2020-02-24
    Neither Parochial nor Cosmopolitan: Cultural Instruction in the Light of an African Communal Ethic.Thaddeus Metz - 2019 - Education as Change 23:1-16.
    What should be the aim when teaching matters of culture to students in public high schools and universities, at least given an African? One, parochial approach would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, in (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  9. added 2019-08-22
    Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the contemporary (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  10. added 2019-07-26
    Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  11. added 2019-07-08
    Pursuing Knowledge for Its Own Sake Amidst a World of Poverty: Reconsidering Balogun on Philosophy’s Relevance.Thaddeus Metz - 2019 - Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 8 (2):1-18.
    In this article I critically discuss Professor Oladele Abiodun Balogun’s reflections on the proper final ends of doing philosophy and related sorts of abstract, speculative, or theoretical inquiry. Professor Balogun appears to argue that one should undertake philosophical studies only insofar as they are likely to make a practical difference to people’s lives, particularly by contributing to politico-economic development, or, in other words, that one should eschew seeking knowledge for its own sake. However, there is one line of thought from (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  12. added 2019-07-07
    Africanising Institutional Culture: What Is Possible and Plausible.Thaddeus Metz - 2015 - In Pedro Tabensky & Sally Matthews (eds.), Being at Home: : Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press. pp. 242-272.
    Since the transition to a constitutional order, in what respects have cultures in higher education institutions in South Africa become Africanised, and, going forward, how should they be? In this chapter I provide an overview of the major different forms that Africanisation of institutional culture could take, and I then indicate the respects in which South African universities have or have not taken them on board over the past 20 years. In addition, I provide the first comprehensive critical discussion of (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  13. added 2019-06-05
    Democracy and the Industrial Imagination in American Education.Steven Fesmire - 2016 - Education and Culture 32 (1):53.
    Media fact-checkers promptly corrected Marco Rubio when he called for more vocational education during the November 2015 GOP presidential debate: “Welders make more money than philosophers,” he said. “We need more welders than philosophers.” It was widely pointed out in response to Senator Rubio’s remark that, on average, those who major in philosophy at a college or university tend to have higher salaries than professional welders. But this point, despite its utility for promoting philosophy as an academic major, is a (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  14. added 2019-04-17
    Interdisciplinary Higher Education.W. Martin Davies & Marcia Devlin - 2010 - In W. Martin Davies, Marcia Devlin & Malcolm Tight (eds.), Interdisciplinary Higher Education: Perspectives and Practicalities. Bingley, UK: pp. 3-28.
    In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  15. added 2019-03-12
    At Arm's Length.Lavinia Marin - 2018 - In Laboratory for Education and Society (ed.), Sketching a Place for Education in Times of Learning. Leuven: Springer. pp. 49-52.
    In 1915, a student named Walter Benjamin published his first article, entitled “The life of students”. In this reflection on the condition of student life, Benjamin touched upon one of the most puzzling features of the university: its disconnection from the real world. Benjamin draws our attention to the “huge gulf between ideas and life”, which the university was supposed to bridge through its connection with the state. Benjamin claims, however, that there is no such bridge. On the one hand, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  16. added 2019-03-12
    Book Review: The Textbook and the Lecture: Education in the Age of New Media by Norm Friesen. [REVIEW]Lavinia Marin - 2018 - LSE Bookreview Blog 1.
    Does it seem that education is somehow always lagging behind the latest technologies? In The Textbook and the Lecture: Education in the Age of New Media, Norm Friesen presents a longue durée study of the historical relationship between education and technologies of reading and writing in order to reframe accusations of ‘inertia’ in education. This is a useful introduction to a media history of education, finds Lavinia Marin, that offers insight for researchers and educational practitioners into the longstanding philosophical assumptions (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  17. added 2019-03-09
    Making a University. Introductory Notes on an Ecology of Study Practices.Hans Schildermans - 2019 - Dissertation, KU Leuven
    The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  18. added 2019-03-01
    Science and Enlightenment: Two Great Problems of Learning.Nicholas Maxwell - 2019 - Cham, Switzerland: Springer Verlag.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   3 citations  
  19. added 2019-02-27
    Peirce and Education - an Overview.Catherine Legg & Torill Strand - 2019 - Encyclopedia of Educational Philosophy and Theory.
    The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  20. added 2019-02-23
    Heidegger's Approach to the Education Of.Zafer Gunduz, G. Zafer, Zafer G. & Zafer Gündüz - 2017 - Asian Philosophical Association 1:415-437.
    The purpose of this article is to explore Heidegger’s approach to how educa- tion and reflection endeavor, which have been experienced through a vast variety of both regional and universal approaches, should be experienced. Hence, I’ll start with explaining Heidegger’s problematics. “Why he takes all philosophical problems into one question?”, “What is the meaning of be- ing?”, and then I will explain what we should understand by education and reflection process. Heidegger links it to an exploration process, investigation of the (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  21. added 2019-02-12
    Data Analytics in Higher Education: Key Concerns and Open Questions.Alan Rubel & Kyle M. L. Jones - 2017 - University of St. Thomas Journal of Law and Public Policy 1 (11):25-44.
    “Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  22. added 2019-01-23
    Universitatea şi problema proprietăţii intelectuale.Lavinia Marin - 2014 - In Constantin Stoenescu (ed.), Etica cercetării şi proprietatea intelectuală. Editura Universitatii din Bucuresti. pp. 125-152.
    În studiul Laviniei Marin, Universitatea şi problema proprietăţii intelectuale, este discutată problema actuală a tipului de universitate pe care îl presupune noua economie a cunoaşterii. Pornind de la interesul pentru cuantificarea performanţelor universităţilor şi stabilirea de ierarhii, autoarea ajunge la unele teme epistemologice privind reportul dintre cunoaşterea teoretică şi cunoaşterea practică şi cel dintre cunoaşterea explicită şi cunoaşterea tacită într-o societate în care însăşi cunoaşterea devine un capital, iar inovarea este modul în care se realizează performanţă.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  23. added 2018-11-01
    The Truth, but Not Yet: Avoiding Naïve Skepticism Via Explicit Communication of Metadisciplinary Aims.Jake Wright - 2019 - Teaching in Higher Education 24 (3):361-377.
    Introductory students regularly endorse naïve skepticism—unsupported or uncritical doubt about the existence and universality of truth—for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student—for example, a desire to avoid engaging with controversial material or a desire to avoid offense—naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   4 citations  
  24. added 2018-09-07
    Appearance and Reality in The Philosophical Gourmet Report: Why the Discrepancy Matters to the Profession of Philosophy.Brian Bruya - 2015 - Metaphilosophy 46 (4-5):657-690.
    This article is a data-driven critique of The Philosophical Gourmet Report, the most institutionally influential publication in the field of Anglophone philosophy. The PGR is influential because it is perceived to be of high value. The article demonstrates that the actual value of the PGR, in its current form, is not nearly as high as it is assumed to be and that the PGR is, in fact, detrimental to the profession. The article lists and explains five objections to the methods (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  25. added 2018-07-31
    Contemplative Science: An Insider's Prospectus.W. B. Britton, A. C. Brown, C. T. Kaplan, R. E. Goldman, M. Deluca, R. Rojiani, H. Reis, M. Xi, J. C. Chou, F. McKenna, P. Hitchcock, Tomas Rocha, J. Himmelfarb, D. M. Margolis, N. F. Halsey, A. M. Eckert & T. Frank - 2013 - New Directions for Teaching and Learning 134:13-29.
    This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  26. added 2018-01-18
    De publieke dimensie van het hbo.Henrietta Joosten - 2017 - OnderwijsInnovatie 3:34-37.
    Hogescholen zijn dienstbaar aan de samenleving, zo valt te lezen in de strategische onderwijsagenda van het hoger beroepsonderwijs. Maar wat houdt deze publieke functie precies in? Het gedachtegoed van politiek denker Hannah Arendt biedt docenten en beleidsmakers ten minste drie handelingsperspectieven. De auteur illustreert deze drie perspectieven met voorbeelden uit de onderwijspraktijk.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  27. added 2017-11-22
    Democracy and Education: Defending the Humboldtian University and the Democratic Nation-State as Institutions of the Radical Enligtenment.Arran Gare - 2005 - Concrescence: The Australiasian Journal of Process Thought 6:3 - 27.
    Endorsing Bill Readings’ argument that there is an intimate relationship between the dissolution of the nation-State, the undermining of the Humboldtian ideal of the university and economic globalization, this paper defends both the nation-State and the Humboldtian university as core institutions of democracy. However, such an argument only has force, it is suggested, if we can revive an appreciation of the real meaning of democracy. Endorsing Cornelius Castoriadis’ argument that democracy has been betrayed in the modern world but disagreeing with (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   3 citations  
  28. added 2017-11-07
    Epistemic Corruption and Education.Ian James Kidd - 2019 - Episteme 16 (2):220-235.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   4 citations  
  29. added 2017-10-17
    Page, Text and Screen in the University: Revisiting the Illich Hypothesis.Lavinia Marin, Jan Masschelein & Maarten Simons - 2018 - Educational Philosophy and Theory 50 (1):49-60.
    In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   8 citations  
  30. added 2017-10-17
    John Macmurray as a Scottish Philosopher: The Role of the University and the Means to Live Well.Esther McIntosh - 2015 - In Gordon Graham (ed.), Scottish Philosophy in the Nineteenth and Twentieth Centuries. Oxford, UK: Oxford University Press. pp. 270-302.
    John Macmurray (1891-1976) was born in Scotland and began his philosophical education in a Scottish university. As an academic philosopher, following in the footsteps of Caird’s Scottish idealism - a reaction against the debate between Hume’s scepticism and Reid’s ‘commonsense’ – Macmurray holds that a university education in moral philosophy is essential for producing virtuous citizens. Consequently, Macmurray’s philosophy of human nature includes a ‘thick’ description of the person, which is more holistic that Cartesianism and emphasizes the relation of persons. (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  31. added 2017-10-17
    Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   8 citations  
  32. added 2017-07-14
    Review of Universitas: The Social Restructuring of American Education. [REVIEW]Shelley M. Park - 2000 - Journal of Higher Education 71 (1):103-105.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  33. added 2017-06-09
    Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  34. added 2017-05-01
    The Semiotics of Education: A New Vision in an Old Landscape.Eetu Pikkarainen - 2011 - Educational Philosophy and Theory 43 (10):1135-1144.
    In this article, I attempt to describe how certain theoretical constructions of semiotics could be applied in educational theoretical work. First I introduce meaning as a basic concept of semiotics, thus also touching on concepts such as action, competence and causality. I am then able to define learning as a change of competences, and also refer to the pedagogical concept of learning i.e. Bildung, which can be roughly defined as valuable human learning. I then take up the problem of education (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   6 citations  
  35. added 2017-04-19
    Criticising Humanities Today:-Framing Debates on the Value of Humanities in EU Higher Education Policy with a Special Focus on the Bologna Process.Lavinia Marin - 2014 - Dissertation, Uppsala University
    The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   2 citations  
  36. added 2017-02-22
    La neutralité axiologique, vertu professorale ou exigence institutionnelle?Marc-Kevin Daoust & Félix Schneller - 2017 - Penser L'Éducation 40 (1):25-44.
    La neutralité axiologique est souvent présentée comme une vertu professorale, ou comme une composante essentielle d'une déontologie de l'enseignement. Nous mettons cette conception de la neutralité axiologique à l'épreuve, notamment parce qu'elle ne permet pas d'expliquer 1) l'importance d'un enseignement diversifié, 2) l'importance, pour les personnes subissant une influence illégitime, d'avoir des recours institutionnels, et 3) l'importance qui devrait être accordée par l'Université à l'autonomie des étudiant-e-s. Pour ces raisons, nous proposons plutôt d'interpréter la neutralité axiologique comme une exigence institutionnelle, (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  37. added 2017-01-25
    Changing Higher Education and Welfare States in Postcommunist Central Europe: New Contexts Leading to New Typologies?Marek Kwiek - 2014 - Human Affairs 24 (1):48-67.
    The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates and public sector debates , stressing the importance of communist-era legacies in both areas. It refers to existing typologies of both higher education governance and welfare state regimes and concludes that the lack of the inclusion of Central Europe in any of them is a serious theoretical drawback in comparative social research. The region should still, after more than two (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  38. added 2016-10-22
    Changing Subjects of Education in the Bologna Process.Lavinia Marin - 2015 - In Council for European Studies’ Twenty - Second International Conference of Europeanists on “Contradictions: Envisioning European Futures ”. Paris:
    One of the purposes of the Bologna Process was to facilitate the construction of a Europe of Knowledge through educational governance, yet it fails to reach its purpose because of several unexplained assumptions that undermine the conceptual standing of the whole project; it is the purpose of this paper to bring these assumptions to light. -/- A knowledge economy cannot exist without the knowledge workers which were previously formed in educational institutions, therefore the project for a Europe of Knowledge is (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  39. added 2016-10-12
    Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training framework. (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  40. added 2016-08-04
    Wisdom in the University.Nicholas Maxwell & Ronald Barnett - 2008 - Routledge.
    We face grave global problems. We urgently need to learn how to tackle them in wiser, more effective, intelligent and humane ways than we have done so far. This requires that universities become devoted to helping humanity acquire the necessary wisdom to perform the task. But at present universities do not even conceive of their role in these terms. The essays of this book consider what needs to change in the university if it is to help humanity acquire the wisdom (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  41. added 2016-07-18
    Why is There Female Under-Representation Among Philosophy Majors? Evidence of a Pre-University Effect.Tom Doherty, Samuel Baron & Kristie Miller - 2015 - Ergo: An Open Access Journal of Philosophy 2.
    Why does female under- representation emerge during undergraduate education? At the University of Sydney, we surveyed students before and after their first philosophy course. We failed to find any evidence that this course disproportionately discouraged female students from continuing in philosophy relative to male students. Instead, we found evidence of an interaction effect between gender and existing attitudes about philosophy coming into tertiary education that appears at least partially responsible for this poor retention. At the first lecture, disproportionately few female (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   4 citations  
  42. added 2016-07-02
    Hypothetical Insurance and Higher Education.Ben Colburn & Hugh Lazenby - 2016 - Journal of Philosophy of Education 50 (4):587-604.
    What level of government subsidy of higher education is justified, in what form, and for what reasons? We answer these questions by applying the hypothetical insurance approach, originally developed by Ronald Dworkin in his work on distributive justice. On this approach, when asking how to fund and deliver public services in a particular domain, we should seek to model what would be the outcome of a hypothetical insurance market: we stipulate that participants lack knowledge about their specific resources and risks, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  43. added 2016-07-02
    Learning and Teaching in Uncertain Times: A Nietzschean Approach in Professional Higher Education.Henriëtta Joosten - 2013 - Journal of Philosophy of Education 47 (4):548-563.
    Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it—or even better, to wipe it away. The assumption of this approach is (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   3 citations  
  44. added 2016-07-02
    Revisiting The Classical German Idea of the University.Marek Kwiek - 2008 - Polish Journal of Philosophy 2 (1):55-78.
    The aim of the paper is to provide a philosophical and historical background to current discussions about the changing relationships between the university and the state through revisiting the classical “Humboldtian” model of the university as discussed in classical German philosophy. This historical detour is intended to highlight the cultural rootedness of the modern idea of the university, and its close links to the idea of the modern national state. The paper discusses the idea of the university as it emerges (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  45. added 2016-07-02
    The University, Globalization, Central Europe.Marek Kwiek - 2003 - Frankfurt and New York: Peter Lang.
    Book synopsis This book is devoted to the condition of the university under the pressures of globalization, with particular reference to Central Europe. It is intended as a companion volume for all those who combine their academic and disciplinary research with wider interests in the functioning of higher education institutions under the new pressures affecting Central Europe. Drawing on its interdisciplinary nature and the wide range of scholars involved, it intends to outline a useful map of new, often challenging, areas, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   4 citations  
  46. added 2016-04-27
    A ‘Circulation Model’ of Education: A Response to Challenges of Education at the New University.Amos Keestra & Machiel Keestra - 2015 - Krisis: Journal for Contemporary Philosophy 2015 (2):90-98.
    The protests at the Universiteit van Amsterdam (UvA) that began in November 2014 as a reaction to severe cuts in the department of humanities have sparked a broad debate nationally and even internationally about the future of the university and the values and ideals that should define it. It turned out that dissatisfaction was much more widespread in different parts of the university than some had previously thought, and many turned out to share the concerns first put forward in the (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  47. added 2016-03-22
    How Universities Can Help Create a Wiser World.Nicholas Maxwell - 2014 - Times Higher Education , No. 21 P. 30 (2136):30.
    The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   10 citations  
  48. added 2015-11-30
    Lab Notes: Write-Up of an Experiment in Collaborative Anthropology.Meg Stalcup - 2011 - In P. Rabinow (ed.), The Accompaniment: Assembling the Contemporary. University of Chicago. pp. 132-139.
    What are the actual practices of intellectual co-laboring? In the spring of 2006, we began an experiment in collaborative anthropology. There was a dual impetus to our efforts: a desire to deal head-on with inadequacies in our academic environment; and a strong feeling that the classic norms of qualitative inquiry needed to become contemporary. Collaboration struck us as potentially key to both. We drew a parallel to laboratory experiments. In the textbook version, one begins with a question, formulates a hypothesis, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  49. added 2015-07-10
    Managerialism as Anti-Social: Some Implications of Ubuntu for Knowledge Production.Thaddeus Metz - 2017 - In Michael Cross & Amasa Ndofirepi (eds.), Knowledge and Change in African Universities, Volume 2. Sense Publishers. pp. 139-154.
    Given the myriad ways in which managerialism in higher education, and especially research undertaken there, is undesirable, is there a moral theory that plausibly explains why they all are and prescribes some realistic alternatives? In this contribution, I answer ‘yes’ to this overarching question. Specifically, I argue that the various respects in which managerialism is unjustified, particularly with regard to knowledge production, are well captured by an ethical philosophy grounded on salient ideas about communal relationship associated with the southern African (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  50. added 2014-07-18
    Inserting The Subjective “I”: Globalization, Neo-Liberalism & Student Agency In Post-Secondary Education.Sarah DesRoches - 2011 - Les ateliers de l'éthique/The Ethics Forum 6 (1):78-84.
    In an increasingly globalized world, post- secondary education is being reduced to instrumental and economic ends; a significant effect of this is that student agency is undermined. Students are incited to perform neo-liberal values that subvert their willingness to think of their post- secondary experience as anything other than professional training. Neo-liberal values do inhibit individuality and agency within a post- secondary context; however, from a Foucaultian perspective, the dominant discourse can never squelch the possibility of alternative discourses from emerging, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
1 — 50 / 53