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Risk-taking is foundational to the structure and goals of higher
education. Encouraging students to consider new, diverse, even
uncomfortable ideas is needed to develop a critically informed view
of the world and establish one's own values and beliefs. Yet,
students and parents are increasingly averse to risk-taking in
higher education; a shift evidenced by calls for colleges and
universities to provide an education that shelters students from
diverse and potentially controversial ideas and topics. This
tension over the necessary role of risk-taking in higher education
represents a critical moment for American education. This volume
includes authors from numerous academic disciplines to emphasize
both the importance of risk-taking across higher education and to
highlight the varied approaches to incorporate risk-taking into
classroom practices. The authors' collective works in this volume
reaffirm the critical need to reject intellectual coddling and
commodification in the college classroom, and to promote
intellectual risk-taking as an essential aspect of higher
education. Sustained, systematic emphasis on risk-taking in higher
education is key to promoting innovation, critical thinking,
life-long learning, and moral-ethical development.
Risk-taking is foundational to the structure and goals of higher
education. Encouraging students to consider new, diverse, even
uncomfortable ideas is needed to develop a critically informed view
of the world and establish one's own values and beliefs. Yet,
students and parents are increasingly averse to risk-taking in
higher education; a shift evidenced by calls for colleges and
universities to provide an education that shelters students from
diverse and potentially controversial ideas and topics. This
tension over the necessary role of risk-taking in higher education
represents a critical moment for American education. This volume
includes authors from numerous academic disciplines to emphasize
both the importance of risk-taking across higher education and to
highlight the varied approaches to incorporate risk-taking into
classroom practices. The authors' collective works in this volume
reaffirm the critical need to reject intellectual coddling and
commodification in the college classroom, and to promote
intellectual risk-taking as an essential aspect of higher
education. Sustained, systematic emphasis on risk-taking in higher
education is key to promoting innovation, critical thinking,
life-long learning, and moral-ethical development.
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