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This book of essays is a sequel to the 'International Conference on Decolonising Our Universities' held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways o
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The university is under threat. For 40 years this indispensable democratic institution has been systematically betrayed by governments and the political class, who have redirected it from its proper social and cultural functions through a relentless programme of financialisation. Taking his cue from Julien Benda's classic polemical essay of 1927, Docherty exposes the forces behind modern university 'reform'. He demonstrates that the sector has been politicised and now works explicitly to advance a market-fundamentalist ideology that drives a wedge between ordinary citizens and the privileged and wealthy. Against this, the intellectual and the university have an urgent duty to extend democracy and social justice. Looking to the future, Docherty concludes the book with seven hypotheses towards a manifesto and calls on intellectuals everywhere to assist in the survival of the species.
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"The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers' perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience. Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang"--
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Dans son livre L’âme désarmée, essai sur le déclin de la culture générale, le philosophe Allan Bloom écrivait : « La question qui se pose à tout jeune être humain – “Qui suis-je ?” – et le besoin puissant de se conformer à l’impératif de l’oracle de Delphes – “Connais-toi toi-même” – qui est congénital en chacun de nous signifient en premier lieu : “Qu’est-ce que l’homme ?”. La culture générale donne accès à ces réponses, dont plusieurs vont à l’encontre de notre nature et de notre époque. L’homme pourvu de culture générale est capable de ne pas s’en tenir aux réponses faciles. Il est certes ridicule de croire que ce qu’on apprend dans les livres représente l’alpha et l’oméga de l’éducation, mais la lecture est toujours nécessaire, en particulier à une époque où les exemples vivants de valeurs élevées sont rares. » Inscrits dans le même mouvement, nous présentons ici des réflexions envisagées du point de vue de professeurs, dont la mission est de doter leurs étudiants d’une culture générale en tentant de viser un idéal de perfection humaine sans jamais perdre de vue la situation contemporaine. À l’heure de la politisation de l’éducation, avec des formules inspirées de théories à la mode telle la « pédagogie inclusive », en songeant à la course effrénée des penseurs de l’école pour adapter celle-ci aux besoins immédiats du monde du travail ou aux tendances sociétales du moment, ne faut-il pas s’interroger ? L’éducation supérieure remplit-elle son mandat ? Favorise-t-elle un milieu privilégié d’éducation libérale ? Qu’en est-il aujourd’hui de l’idée d’université ?
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"Higher education always seems to be in crisis. Governments, foundations, professional associations, and the occasional scornful professor all tend to lament one or another problem plaguing America's colleges and universities. The more apocalyptic tracts claim that the US is a "Nation at Risk," that our students' minds have been closed, or that radical faculty have run-a-muck and are brainwashing America's youth. In Get Real, leading scholar of higher education, William G. Tierney cuts through this noise, drawing on his experience and expertise to ask readers the same question he asks his students-What do you think? In forty-nine short, engaging essays, Tierney aims not to stoke the flames of controversy or promote a particular stance but to provoke creative, forward-looking public discussion about what higher education could and should look like in the twenty-first century. Tierney clearly distills and offers his take on critical issues-from diversity and free speech to the rise of for-profit colleges and student debt. Still, the goal is always to give readers the background and tools to form their own opinions. Written in a conversational tone and laced with personal anecdotes, Get Real is informed by scholarly literature without being weighed down by it and includes suggestions for further reading based on areas of interest"--
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