New University
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Inside the New University: Prerequisites for a Contemporary Knowledge Production
Author: Kristina Johansson
language: en
Publisher: Bentham Science Publishers
Release Date: 2013-07-02
This discourse on the concept of the ‘new university’ encompasses a number of interconnected topics, ranging from the impacts of the market forces on the old academic territory to current perceptions about relationships between teachers and students. The book focuses on the inside features of the new academia. Some examples of issues and questions covered include: - New media in education, which present opportunities and challenges for both learning students and teachers. But are these new possibilities for all, or just for members of the current ‘internet generation’? Moreover, How can new media be arranged to support a process of generic, collaborative learning? - A discourse on the ‘new student’. Nowadays, terms such as rationality and ‘Bildung’ have emerged coupled with a trend for searching for shortcuts and denying one’s interests in deeper understanding of subjects. But does there really exist a new student on a qualitative level? - Free dialogue has been brought forward by many educationalists as one important way to promote academic knowledge. How does free dialogue really contribute to this objective? The e-book relates such issues to the specific features of the ‘new university’. For a broad insight into the issues forming the education of the future generation, Inside the New University offers important clues for the understanding of the ‘new university’ concept to readers - including educationalists and government policy makers - interested in the qualitative evolution of contemporary educational institutions.
Academic Life and Labour in the New University
Author: Dr Ruth Barcan
language: en
Publisher: Ashgate Publishing, Ltd.
Release Date: 2014-01-28
What does it mean to be an academic today? What kinds of experiences do students have, and how are they affected by what they learn? Why do so many students and their teachers feel like frauds? Can we learn to teach and research in ways that foster hope and deflate pretension? Academic Life and Labour in the New University: Hope and Other Choices addresses these big questions, discussing the challenges of teaching and researching in the contemporary university, the purpose of research and its fundamental value, and the role of the academy against the background of major changes to nature of the university itself. Drawing on a range of international media sources, political discourse and many years’ professional experience, this volume explores approaches to teaching and research, with special emphasis on the importance of collegiality, intellectual honesty and courage. With attention to the intersection of large-scale institutional changes and intellectual shifts such as the rise of transdisciplinarity and the development of a pluralist curriculum, this book proposes the pursuit of more ethical, compassionate and critical forms of teaching and research. As such, it will be of interest not only to scholars of cultural studies and education, but to all those who care about the fate of the university as an institution, including young scholars seeking to join the academy.
Hutchins' University
Author: William H. McNeill
language: en
Publisher: University of Chicago Press
Release Date: 1991
The inauguration of Robert Maynard Hutchins as the fifth President of the University of Chicago in 1929 coincided with a drastically changed social and economic climate throughout the world. And Hutchins himself opened an era of tumultuous reform and debate within the University. In the midst of the changes Hutchins started and the intense feelings they stirred, William H. McNeill arrived at the University to pursue his education. In Hutchins' University he tells what it was like to come of age as a undergraduate in those heady times. Hutchins' scathing opposition to the departmentalization of learning and his resounding call for reforms in general education sparked controversy and fueled debate on campus and off. It became a struggle for the heart and soul of higher education—and McNeill, as a student and then as an instructor, was a participant. His account of the university's history is laced with personal reminiscences, encounters with influential fellow scholars such as Richard McKeon, R. S. Crane, and David Daiches, and details drawn from Hutchins' papers and other archives. McNeill sketches the interplay of personalities with changing circumstances of the Depression, war, and postwar eras. But his central concern is with the institutional life of the University, showing how student behavior, staff and faculty activity and even the Hyde Park neighborhood all revolved around the charismatic figure of Robert Maynard Hutchins—shaped by him and in reaction against him. Successive transformations of the College, and the tribulations of the ideal of general or liberal education are central to much of the story; but the memoir also explores how the University was affected by such events as Red scares, the remarkably successful Round Table radio broadcasts, the abolition of big time football, and the inauguration of the nuclear age under the west stands of Stagg Field in 1942. In short, Hutchins' University sketches an extraordinarily vibrant period for the University of Chicago and for American higher education. It will revive old controversies among veterans from those times, and may provoke others to reflect anew about the proper role of higher education in American society.