Download or read book A Philosopher s Perspective on the UK s Higher Education written by Brendan Larvor and published by Cambridge Scholars Publishing. This book was released on 2024-02-14 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this collection of research articles and reflective essays, Brendan Larvor argues that the principal task of teachers in higher education is to find ways to pursue the creative, romantic and liberal goals of the ideal university, when real universities are rationalised bureaucracies, according to the thoughts of Max Weber. Larvor reflects on the differences between teaching philosophy undergraduates, expert practitioners and prisoners. He insists on the importance of the affective dimension of learning and the unpredictability of the encounter between students and curricula. This book will interest anyone concerned about the current condition of higher education, and anyone interested in the relationship between the intimate, human activity of teaching and the bureaucracies in which it takes place.

Download or read book PHILOSOPHER S PERSPECTIVE ON THE UK S HIGHER EDUCATION written by BRENDAN. LARVOR and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The University Becoming written by Søren S. E. Bengtsen and published by Springer Nature. This book was released on 2021-06-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume wholeheartedly engages with the current climate in higher education and provides not only a thorough analysis of the foundational elements constituting higher education but also a critical discussion of possible connections to societal and cultural domains and policy debates. Today, higher education institutions and programs are beset with multiple, and often conflicting, pressures and demands. Higher education is regarded by societies in general, and at the political level in particular, as a pathway to securing continued economic growth and ensuring cultural growth in surrounding societal contexts. Future academics are expected to become experts within their disciplines and at the same time to acquire and develop generic competences and transferable skills directly translatable into job market and professional contexts. These conflicting and fragmented policy approaches to higher education leaves academic leaders, teacher, researchers, and students with an incoherent curriculum and a confused and eroded academic identity and societal outlook. Much literature within higher education research that engages with similar topics are dominated by a backwards-looking and heavy critique of current political and educational conditions for the university and higher education. This volume suggests a new tack that is defined by openness and optimism towards possibilities for a transformative higher education curriculum – that at the same time stays firmly rooted within the foundational academic soil. By drawing on, and contributing to, the emerging research field the philosophy and theory of higher education, the book combines critique with a constructive and future-oriented approach and outlook on higher education. Further, it combines and links philosophical discussions on the idea of the future university with societal responsibility and a curricular and formational awareness.

Download or read book The Thinking University written by Søren S.E. Bengtsen and published by Springer. This book was released on 2018-04-27 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Philosophers on the University written by Ronald Barnett and published by Springer. This book was released on 2021-08-26 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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. The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark 'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA

Download or read book The Philosophy of Higher Education written by Ronald Barnett and published by Routledge. This book was released on 2021-11-25 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university, Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university.

Download or read book Philosophers on the University written by Ronald Barnett and published by Springer Nature. This book was released on 2020-02-26 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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. The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark 'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA

Download or read book Contemporary Philosophical Proposals for the University written by Aaron Stoller and published by Springer. This book was released on 2018-02-12 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection brings together a robust range of philosophers who offer theoretically and critically informed proposals regarding the aims, policies, and structures of the university. The collection fills a major gap in the landscape of higher education theory and practice while concurrently reviving a long and often forgotten discourse within the discipline of philosophy. It includes philosophers from across the globe representing disparate philosophical schools, as well as various career stages, statuses, and standpoints within the university. There is also a diversity in method, approach and style, which varies from personal narratives and case studies, to philosophical genealogies, to traditional philosophical essays, and to systematic theories. The collection can serve as a theoretical resource for critically minded administrators and faculty who wish to analyze and change policies and structures at their home institutions. It will introduce them to a wide range of possible educational imaginaries, as well as provide them with productive suggestions for pragmatic change on campuses.

Download or read book Post critical Perspectives on Higher Education written by Naomi Hodgson and published by Springer Nature. This book was released on 2020-07-22 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a ‘post-critical’ view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a movement in thought that comes after the critical, which, in its modern and postmodern forms is considered, in Latour’s terms, to have ‘run out of steam’. It is an attempt to articulate new conceptual and methodological tools that help us grasp our current conditions. It is not anti-critique; but rather than seeking to debunk current practices, this affirmative approach offers perspectives that shed new light on what we do as educators, on the essence of our educational practices, and on their immanent value. The focus on the educational, then, applies not only to practices that happen to take place in the educational space of the university, but also to those practices whose value we can understand in educational terms.

Download or read book The Promise of the University written by Áine Mahon and published by Springer Nature. This book was released on 2022-01-09 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers philosophical readings of the contemporary university and is motivated by a series of pressing challenges in the global context of Higher Education. It argues that the university is a place for community, for refuge, for enlightenment and the careful questioning of knowledge, but it is also a place for visceral ambition and for intellectual cowardice, for blinkered individualism and professional competitiveness. In the context of a highly competitive post-crash global economy, contemporary students are placed under increasing pressure to distinguish themselves from their peers via a portfolio of learning excellence and extracurricular achievement. Growing numbers undertake part or full-time employment in order to cover registration fees and the basic costs of living. University staff take on very different forms of pressure that operate across the life-course of an academic career – from early-career anxieties to the worries of more privileged and permanent faculty who fear they do not meet ever-changing structures, assumptions and demands of the university itself. This book argues that these interlinked agendas demand consideration from philosophers of education in Ireland, Europe and further afield. It proposes that we must embody a very careful balancing act: one where we remember the romantic ideals and promises of the university while still acknowledging the very real and pressing challenges faced by our staff and students. The book will be of interest to academics, graduate students, and advanced-level undergraduates in Philosophy, Education, Mental Health, and Organizational Psychology in both North America and Europe.

Download or read book The University Becoming written by Søren S. E. Bengtsen and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume wholeheartedly engages with the current climate in higher education and provides not only a thorough analysis of the foundational elements constituting higher education but also a critical discussion of possible connections to societal and cultural domains and policy debates. Today, higher education institutions and programs are beset with multiple, and often conflicting, pressures and demands. Higher education is regarded by societies in general, and at the political level in particular, as a pathway to securing continued economic growth and ensuring cultural growth in surrounding societal contexts. Future academics are expected to become experts within their disciplines and at the same time to acquire and develop generic competences and transferable skills directly translatable into job market and professional contexts. These conflicting and fragmented policy approaches to higher education leaves academic leaders, teacher, researchers, and students with an incoherent curriculum and a confused and eroded academic identity and societal outlook. Much literature within higher education research that engages with similar topics are dominated by a backwards-looking and heavy critique of current political and educational conditions for the university and higher education. This volume suggests a new tack that is defined by openness and optimism towards possibilities for a transformative higher education curriculum - that at the same time stays firmly rooted within the foundational academic soil. By drawing on, and contributing to, the emerging research field the philosophy and theory of higher education, the book combines critique with a constructive and future-oriented approach and outlook on higher education. Further, it combines and links philosophical discussions on the idea of the future university with societal responsibility and a curricular and formational awareness.

Download or read book New Perspectives in Philosophy of Education written by David Lewin and published by Bloomsbury Publishing. This book was released on 2014-10-23 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Perspectives in Philosophy of Education seeks to build a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion. This volume brings together established authorities and a new generation of scholars to ask whether philosophy of education can contribute to political and social discourse, or whether it is destined to remain the marginal gadfly of mainstream ideology. The philosophy of education stands in danger of becoming a neglected field at precisely the moment we need to be able to reflect upon the increasingly apparent costs of the technocratic attitude to education. While many of the educational policy discussions of recent years seem far-reaching and radical, critical debate surrounding these initiatives remain largely at a populist level. New Perspectives in Philosophy of Education provides contemporary responses to philosophical issues that bear upon educational studies, policies and practices, contributing to the debate on the role of philosophy of education in an increasingly fractured intellectual milieu.

Download or read book Philosophical Perspectives on Teacher Education written by Ruth Heilbronn and published by John Wiley & Sons. This book was released on 2015-05-06 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Philosophical Perspectives on Teacher Education presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary debates about what the future of teacher education should be

Download or read book Philosophy and Community written by Amanda Fulford and published by Bloomsbury Publishing. This book was released on 2020-01-09 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'Why should we care about philosophy?' Public philosophy, or 'doing philosophy' in the community, is an important and growing trend – revealed not only by the phenomenon of the Parisian philosophy café, but also the contemporary rise of multiple grassroots projects, for example the Philosophy in Pubs movement. This book is the first to offer academic examination of the theoretical contributions and practical applications of community philosophy. Bringing together voices from diverse contexts and subject areas, from activism and political action to religious environments, arts organisations and museums to maximum security prisons, this collection asks key questions about the point of making philosophy available for everyone: 'How do you “do philosophy” with the public?'; 'Is philosophy in the community the same as academic philosophy?'; 'Why is community philosophy important?' Including contributions from practitioners and researchers from professional philosophy, education, healthcare, and community philosophy, this collection offers perspectives on a growing area of study. It offers a timely and critical introduction to, and analysis of, what philosophy can be when grounded in socially-engaged activities.

Download or read book Internationalisation and Marketisation of Higher Education in the UK written by Zahra Kemiche and published by Taylor & Francis. This book was released on 2024-09-23 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely volume sets out the author’s novel concept of the Organic model of internationalisation, developed using participants’ perceptions, lived experiences, and recommendations for a better sustainable future of HE, and explores its broader application in the context of higher education. Using the qualitative IPA (Interpretative Phenomenological Analysis) approach, chapters showcase the lived experiences and subjective perspectives of individuals around the paradox that internationalisation presents, the distorting effects of institutional power, and the market- and ethics-based concerns of internationalisation in higher education. Drawing on an in-depth empirical study conducted using participant observation and interviews with participants from three UK universities, the book proposes a framework for redefining the global discourse of HE through the Organic model and urges the need for a compromise between profit and ethics to the benefit of both organisations and individuals. The book thoroughly discusses racist practices and introduces the concepts of “xeno-racism” and “angelism” , ensuring that the proposed approach is authentic and responsive to the diverse experiences of the student body. Showcasing a model with international potential and ramifications, this book will appeal to researchers, academics, and postgraduate students in higher education, internationalisation, and international study mobility. Practitioners and policymakers may also benefit from the volume.

Download or read book Researching Higher Education written by Jennifer M. Case and published by Routledge. This book was released on 2015-10-14 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on higher education has yielded many insights that have improved our theoretical and practical understanding but there are still many themes that continue to appear on research agendas, provoking renewed focus on these complex questions and problems. Researching Higher Education explores these issues, examining topics such as equity in access and participation, the relationship between higher education and society, how and what students learn and the professional development of academics. In this volume, contributors from Europe, Australia, Africa and the US critically address ongoing issues with a set of key questions to guide their analysis: What do we know? What are the missing links and gaps in past research? What are the implications for further research? Key themes include: The nature of higher education Higher education and society Staff and students in higher education Teaching and learning Curriculum and assessment Critical, engaging and international in scope, Researching Higher Education will be a valuable guide for academics, researchers, postgraduate students and policy makers in the higher education community.

Download or read book Philosophical Perspectives on Compulsory Education written by Marianna Papastephanou and published by Springer Science & Business Media. This book was released on 2013-09-12 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: ​From antiquity to the present, schools of some form have, in one way or other, been involved in the material and symbolic reproduction of societies. Such diachronic resilience, along with the synchronic omnipresence of schooling often makes schools appear as natural, self-evident and unavoidable. This naturalization of schooling is then extended to its modern specification as compulsory in a universalist fashion. This book does not only seek to explore what is left of older debates on compulsory education in the years’ hindsight but also to associate the discussion of schooling with new theoretical developments and new emphases. It contains a first part, which operates, primarily, at the conceptual and justificatory level and reserves a, more or less, qualified welcome to a revisited notion of compulsory. And it supplements this first part with a second, more applied one that focuses on specific aspects of compulsory schooling and/or education. From Luther down to John Stuart Mill and John Dewey, compulsory education has been heralded either as a vehicle of social coordination and individual well-being, or as a vehicle of democratization and progress, or as a means for protecting the rights of the young and of society, and so on and so forth. But there have also been periods of challenge and denaturalization of compulsory education, producing a range of interesting and spirited debates not only on matters of educational legality but also on matters that boil down to broader philosophical questions about the self and the world. Without neglecting the lasting significance of older debates, argumentation over schooling, its character and its scope can be recast in the light of current philosophical educational debates. Given the fact that failure adequately to mine such connections leads to a lack in philosophical-educational engagement with one of the most central pedagogical practices of the contemporary world, namely, the school, the book aspires to remedy this lack and to put together work that addresses those connections through the highly original and innovative work of its contributors. The subtext in all contributions is a vision of educational transformation in one way or other. All chapters (from the most theoretical to the most practice-related) promote a version of a recast or redirected compulsory schooling.