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This volume wholeheartedly engages with the current climate in
higher education and provides not only a thorough analysis of the
foundational elements constituting higher education but also a
critical discussion of possible connections to societal and
cultural domains and policy debates. Today, higher education
institutions and programs are beset with multiple, and often
conflicting, pressures and demands. Higher education is regarded by
societies in general, and at the political level in particular, as
a pathway to securing continued economic growth and ensuring
cultural growth in surrounding societal contexts. Future academics
are expected to become experts within their disciplines and at the
same time to acquire and develop generic competences and
transferable skills directly translatable into job market and
professional contexts. These conflicting and fragmented policy
approaches to higher education leaves academic leaders, teacher,
researchers, and students with an incoherent curriculum and a
confused and eroded academic identity and societal outlook. Much
literature within higher education research that engages with
similar topics are dominated by a backwards-looking and heavy
critique of current political and educational conditions for the
university and higher education. This volume suggests a new tack
that is defined by openness and optimism towards possibilities for
a transformative higher education curriculum - that at the same
time stays firmly rooted within the foundational academic soil. By
drawing on, and contributing to, the emerging research field the
philosophy and theory of higher education, the book combines
critique with a constructive and future-oriented approach and
outlook on higher education. Further, it combines and links
philosophical discussions on the idea of the future university with
societal responsibility and a curricular and formational awareness.
This volume wholeheartedly engages with the current climate in
higher education and provides not only a thorough analysis of the
foundational elements constituting higher education but also a
critical discussion of possible connections to societal and
cultural domains and policy debates. Today, higher education
institutions and programs are beset with multiple, and often
conflicting, pressures and demands. Higher education is regarded by
societies in general, and at the political level in particular, as
a pathway to securing continued economic growth and ensuring
cultural growth in surrounding societal contexts. Future academics
are expected to become experts within their disciplines and at the
same time to acquire and develop generic competences and
transferable skills directly translatable into job market and
professional contexts. These conflicting and fragmented policy
approaches to higher education leaves academic leaders, teacher,
researchers, and students with an incoherent curriculum and a
confused and eroded academic identity and societal outlook. Much
literature within higher education research that engages with
similar topics are dominated by a backwards-looking and heavy
critique of current political and educational conditions for the
university and higher education. This volume suggests a new tack
that is defined by openness and optimism towards possibilities for
a transformative higher education curriculum - that at the same
time stays firmly rooted within the foundational academic soil. By
drawing on, and contributing to, the emerging research field the
philosophy and theory of higher education, the book combines
critique with a constructive and future-oriented approach and
outlook on higher education. Further, it combines and links
philosophical discussions on the idea of the future university with
societal responsibility and a curricular and formational awareness.
This book reinvigorates the philosophical treatment of the nature,
purpose, and meaning of thought in today's universities. The wider
discussion about higher education has moved from a philosophical
discourse to a discourse on social welfare and service, economics,
and political agendas. This book reconnects philosophy with the
central academic concepts of thought, reason, and critique and
their associated academic practices of thinking and reasoning.
Thought in this context should not be considered as a merely mental
or cognitive construction, still less a cloistered college, but a
fully developed individual and social engagement of critical
reflection and discussion with the current pressing disciplinary,
political, and philosophical issues. The editors hold that the
element of thought, and the ability to think in a deep and
groundbreaking way is, still, the essence of the university. But
what does it mean to think in the university today? And in what
ways is thought related not only to the epistemological and
ontological issues of philosophical debate, but also to the social
and political dimensions of our globalised age? In many countries,
the state is imposing limitations on universities, dismissing or
threatening academics who speak out critically. With this volume,
the editors ask questions such as: What is the value of thought?
What is the university's proper relationship to thought? To give
the notion of thought a thorough philosophical treatment, the book
is divided into in three parts. The focus moves from an
epistemological perspective in Part I, to a focus on existence and
values in higher education in Part II, and then to a
societal-oriented focus on the university in Part III. All three
parts, in their own ways, debate the notion of thought in higher
education and the university as a thinking form of being.
This book explores the concept of the 'hidden curriculum' within
doctoral education. It highlights the unofficial channels of
genuine learning typically acquired by doctoral students
independent of the physical and metaphorical walls of academia. The
doctorate is a huge and complex undertaking which requires a range
of support beyond academic foundations. The exchange between
official and hidden curricula is therefore key, not just for
achieving the qualification, but to also achieve transformative
growth. This book offers a framework for a 'doctoral learning
ecology model' to scaffold learning and sustain wellbeing by
leveraging both formal and hidden curricula. This illuminating book
will be of interest and value to doctoral researchers, supervisors,
and mentors.
This book reinvigorates the philosophical treatment of the nature,
purpose, and meaning of thought in today's universities. The wider
discussion about higher education has moved from a philosophical
discourse to a discourse on social welfare and service, economics,
and political agendas. This book reconnects philosophy with the
central academic concepts of thought, reason, and critique and
their associated academic practices of thinking and reasoning.
Thought in this context should not be considered as a merely mental
or cognitive construction, still less a cloistered college, but a
fully developed individual and social engagement of critical
reflection and discussion with the current pressing disciplinary,
political, and philosophical issues. The editors hold that the
element of thought, and the ability to think in a deep and
groundbreaking way is, still, the essence of the university. But
what does it mean to think in the university today? And in what
ways is thought related not only to the epistemological and
ontological issues of philosophical debate, but also to the social
and political dimensions of our globalised age? In many countries,
the state is imposing limitations on universities, dismissing or
threatening academics who speak out critically. With this volume,
the editors ask questions such as: What is the value of thought?
What is the university's proper relationship to thought? To give
the notion of thought a thorough philosophical treatment, the book
is divided into in three parts. The focus moves from an
epistemological perspective in Part I, to a focus on existence and
values in higher education in Part II, and then to a
societal-oriented focus on the university in Part III. All three
parts, in their own ways, debate the notion of thought in higher
education and the university as a thinking form of being.
Not long ago, it was understood that universities and culture were
intimately related. However, to a large extent, that understanding
has faded. Culture and the University confronts this situation.
Written by three leading scholars of higher education and the
philosophy of higher education, the book opens the debate about the
cultural purpose of universities and higher education. The authors
argue that the university should be and can be an institution of
culture, of great cultural significance in the digital age, and
exercise cultural leadership in society. This wide-ranging and
polemic text addresses a range of subjects including
environmentalism, citizenship, post-truth, the ethical implications
of technology and feminist philosophy. The authors build on the
work of key philosophers of the university from Aristotle,
Nietzsche and Heidegger to Donna Haraway, Terry Eagleton and Martha
C. Nussbaum to conceive of an entirely modern vision of the
university. This is a must-read for anyone with an interest in the
future of higher education and the university.
This book explores the concept of the 'hidden curriculum' within
doctoral education. It highlights the unofficial channels of
genuine learning typically acquired by doctoral students
independent of the physical and metaphorical walls of academia. The
doctorate is a huge and complex undertaking which requires a range
of support beyond academic foundations. The exchange between
official and hidden curricula is therefore key, not just for
achieving the qualification, but to also achieve transformative
growth. This book offers a framework for a 'doctoral learning
ecology model' to scaffold learning and sustain wellbeing by
leveraging both formal and hidden curricula. This illuminating book
will be of interest and value to doctoral researchers, supervisors,
and mentors.
This book presents a comprehensive and systematic description of
the underlying pedagogy inherent in doctoral supervision and its
institutional context. It argues that doctoral supervision relies
on an advanced form of pedagogy that is often tacit for both
students and supervisors. The target audience for this book
includes doctoral supervisors and students, people conducting
research and developmental work in the field of doctoral education,
and stakeholders and intellectual leaders in a broader academic
context. The author of this book presents the results of an
extensive study of the research on doctoral supervision and
education together with his own empirical findings from qualitative
observation and interview studies at both Danish and British
universities.
Not long ago, it was understood that universities and culture were
intimately related. However, to a large extent, that understanding
has faded. Culture and the University confronts this situation.
Written by three leading scholars of higher education and the
philosophy of higher education, the book opens the debate about the
cultural purpose of universities and higher education. The authors
argue that the university should be and can be an institution of
culture, of great cultural significance in the digital age, and
exercise cultural leadership in society. This wide-ranging and
polemic text addresses a range of subjects including
environmentalism, citizenship, post-truth, the ethical implications
of technology and feminist philosophy. The authors build on the
work of key philosophers of the university from Aristotle,
Nietzsche and Heidegger to Donna Haraway, Terry Eagleton and Martha
C. Nussbaum to conceive of an entirely modern vision of the
university. This is a must-read for anyone with an interest in the
future of higher education and the university.
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