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The Idea of the University: Contemporary Perspectives, Volume 2 is
a companion to The Idea of the University: A Reader, Volume 1,
which presents readings from the major texts on the idea of the
university over the last two hundred years. This volume consists of
essays from the leading contemporary scholars of the university
across the world. The essays examine ideas of the university that
lie tacitly in its national and global framing, and offer creative
ideas in taking the university forward, both on a regional and on a
world-wide basis. Specific lines of inquiry include those of
citizenship, cosmopolitanism, wisdom, ecology and freedom. The
thirty chapters in this volume have been invitingly grouped to
offer intriguing ways into the material, which in turn opens the
way to very large conceptual and theoretical issues. In an era of
marketization, can universities attend to any global
responsibilities? Might regionalism-in Europe, in South America, in
Africa-prompt new ideas of the university? What understandings of
knowledge are feasible in a digital age? Amid local, national,
regional and worldly callings, how might citizenship be construed?
In a final section, a space opens for more speculative inquiries as
to the conceptual possibilities ahead: Just what ideas of the
university might feasibly be entertained for the twenty-first
century? Might it be envisaged that the university has both
responsibilities and possibilities in playing a part in bringing
about a better world? Those concluding chapters in The Idea of the
University: Contemporary Perspectives respond in original ways and
all in an optimistic fashion.
This collection is the first book devoted to Paulo Freire's ongoing
global legacy to provide an analysis of the continuing relevance
and significance of Freire's work and the impact of his global
legacy. The book contains essays by some of the world's foremost
Freire scholars - McLaren, Darder, Roberts, and others - as well as
chapters by scholars and activists, including the Maori scholars
Graham Hingangaroa Smith and Russell Bishop, who detail their work
with the indigenous people of Aotearoa-New Zealand. The book
contains a foreword by Nita Freire as well as chapters from
scholars around the world including Latin America, Asia, the United
States, United Kingdom, New Zealand, and Australia. With a
challenging introduction from the editors, Michael A. Peters and
Tina Besley, this much-awaited addition to the Freire archive is
highly recommended reading for all students and scholars interested
in Freire, global emancipatory politics, and the question of social
justice in education.
Intercultural dialogue is a concept and discourse that dates back
to the 1980s. It is the major means for managing diversity and
strengthening democracy within Europe and beyond. It has been
adopted by the United Nations, UNESCO and the Council of Europe as
the basis for interreligious and interfaith initiatives and has
become increasingly associated with a liberal theory of modernity
and internationalism that presupposes freedom, democracy, human
rights and tolerance. It is now the dominant paradigm for 'cultural
policy' and the educational basis for the development of
intercultural understanding. Governments have placed their hope in
intercultural education as the way to avoid the worst excesses of
globalization, especially exclusion and marginalization, and the
problems of xenophobia and racism that afflict European societies.
Interculturalism, Education and Dialogue is an international
collection by renowned scholars who examine the ideological
underpinnings of the European model and its global applications. It
explores the historical, philosophical and educational dimensions
of intercultural dialogue.
Cognitive capitalism - sometimes referred to as 'third capitalism,'
after mercantilism and industrial capitalism - is an increasingly
significant theory, given its focus on the socio-economic changes
caused by Internet and Web 2.0 technologies that have transformed
the mode of production and the nature of labor. The theory of
cognitive capitalism has its origins in French and Italian
thinkers, particularly Gilles Deleuze and Felix
Guattari'sCapitalism and Schizophrenia, Michel Foucault's work on
the birth of biopower and Michael Hardt and Antonio Negri's Empire
and Multitude, as well as the Italian Autonomist Marxist movement
that had its origins in the Italian operaismo (workerism) of the
1960s. In this collection, leading international scholars explore
the significance of cognitive capitalism for education, especially
focusing on the question of digital labor.
The Digital University: A Dialogue and Manifesto focuses on
teaching, learning, and research in the age of the digital reason
and their relationships to the so-called knowledge economy. The
first part of the book, 'The University in the Epoch of Digital
Reason,' presents the authors' insights into the nature of the
contemporary university. The second part, 'Collective Intelligence
and the Co-creation of Social Goods,' explores various collective
ways of knowledge creation, dissemination, and education. The final
part, 'Digital Teaching, Digital Learning and Digital Science,'
presents an ongoing series of one-to one dialogues between Michael
Adrian Peters and Petar Jandric about philosophy of education in
the age of digital reason, relationships between learning, creative
col(labor)ation, and knowledge cultures, digital reading, digital
self, digital being, radical openness, creative labour, and the
co-production of symbolic goods. Situated in, against, and beyond
the current state of affairs, the book ends with the Digital
University Manifesto, which explores what is to be done in and for
a better future of the digital university.
The Idea of the University: A Reader, Volume 1 is a unique
compilation of selected works of the major thinkers who have
contributed to the discourse on the idea of the university in the
German, English, American and French traditions, dating from the
establishment of the University of Berlin in 1810. Readings include
excerpts from Kant and Humboldt in the German tradition of Bildung
through to Jaspers, Habermas and Gadamer; Newman, Arnold, Leavis
and others in the British tradition; Kerr, Bok and Noble, among
others, in the American tradition; and Bourdieu, Lyotard and
Derrida in the French tradition. Each reading is prefaced with a
brief editor's explanatory note. The Idea of the University: A
Reader, Volume 1 provides a comprehensive account of the
university, and is matched by a second volume of original essays on
contemporary perspectives.
Cognitive capitalism - sometimes referred to as 'third capitalism,'
after mercantilism and industrial capitalism - is an increasingly
significant theory, given its focus on the socio-economic changes
caused by Internet and Web 2.0 technologies that have transformed
the mode of production and the nature of labor. The theory of
cognitive capitalism has its origins in French and Italian
thinkers, particularly Gilles Deleuze and Felix
Guattari'sCapitalism and Schizophrenia, Michel Foucault's work on
the birth of biopower and Michael Hardt and Antonio Negri's Empire
and Multitude, as well as the Italian Autonomist Marxist movement
that had its origins in the Italian operaismo (workerism) of the
1960s. In this collection, leading international scholars explore
the significance of cognitive capitalism for education, especially
focusing on the question of digital labor.
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