There is greater interest than ever before in higher education:
more money is being spent on it, more students are registered and
more courses are being taught. And yet the matter that is arguably
at the heart of higher education, the curriculum, is noticeable for
its absence in public debate and in the literature on higher
education. This book begins to redress the balance.
. . Even though the term curriculum may be missing from debates
on higher education, curricula are changing rapidly and in
significant ways. What we are seeing, therefore, is curriculum
change by stealth, in which curricula are being reframed to enable
students to acquire skills that have market value. In turn,
curricula are running the risk of fragmenting as knowledge and
skills exert their separate claims. Such a fragmented curriculum is
falling well short of the challenges of the twenty-first
century.
. . . A complex and uncertain world requires curricula in which
students as human beings are placed at their centre: what is called
for are curricula that offer no less than the prospect of
encouraging the formation of human being and becoming. A curriculum
of this kind has to be understood as the imaginative design of
spaces where creative things can happen as students become
engaged.
. . . Based upon a study of curricula in UK universities,
"Engaging the Curriculum in Higher Education" offers an
uncompromising thesis about the development of higher education and
is essential reading for those who care about its future..
.
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