Trusting in the University : The Contribution of Temporality and Trust to a PRAXIS of Higher Learning

Paul T Gibbs

ISBN 10: 140202343X / ISBN 13: 9781402023439

Editore: Springer Aug 2004, 2004

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Neuware - The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation. . The context in which globalisation and education is often linked is that of progression, progression realisable through technology, the free movement of finances and the optimum utilisation of human capital. To fuel this progression, formal educational institutions have grown, adapted and changed to provide highly skilled 'outputs' to satisfy demand. Along the way, I will argue, the questioning, learning, reflecting and worthiness of formal education has been sacrificed for instrumentality, compliance and self-interest. This is seen throughout the educational system but this book concentrates on higher education and, more importantly, higher educational institutions that are known as universities. I will try to argue for a distinctive place for universities that does not resist progression but defines it differently from that allowable by the market. I propose a university system where students and faculty are together allowed to 'let learn' who they might become, rather than realise their being as the artefact of economic imperatives. I accept from the very beginning that this might be incompatible with universities being in the world of commerce and industry, in fact, I demand that they are not! However, my text is not a polemic against the capitalist entrapment of education per se but for the development of centres that question whilst engaging with the realities of our existence.

Codice articolo 9781402023439

Dati bibliografici

• Titolo: Trusting in the University : The Contribution of Temporality and Trust to a PRAXIS of Higher Learning
• Editore: Springer Aug 2004
• Data di pubblicazione: 2004
• Lingua: Inglese
• ISBN 10: 140202343X
• ISBN 13: 9781402023439
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 241 L x 163 A x 18 P (millimetri) 241 millimetri di larghezza per 163 millimetri di altezza per 18 millimetri di profondità
• Peso: 476 grammi

Descrizione articolo

Riassunto

The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation. . The context in which globalisation and education is often linked is that of progression, progression realisable through technology, the free movement of finances and the optimum utilisation of human capital. To fuel this progression, formal educational institutions have grown, adapted and changed to provide highly skilled outputs to satisfy demand. Along the way, I will argue, the questioning, learning, reflecting and worthiness of formal education has been sacrificed for instrumentality, compliance and self-interest. This is seen throughout the educational system but this book concentrates on higher education and, more importantly, higher educational institutions that are known as universities. I will try to argue for a distinctive place for universities that does not resist progression but defines it differently from that allowable by the market. I propose a university system where students and faculty are together allowed to let learn who they might become, rather than realise their being as the artefact of economic imperatives. I accept from the very beginning that this might be incompatible with universities being in the world of commerce and industry, in fact, I demand that they are not! However, my text is not a polemic against the capitalist entrapment of education per se but for the development of centres that question whilst engaging with the realities of our existence.

Contenuti

Dedication Preface Acknowledgments Introduction Liberalism, Mass Education and a Loss of Academic Trust The Market Metaphor ― A Good Basis for Trust? What Form of Trust Might be Appropriate for Universities to Build a 'Praxis' of Higher Education Designed to Encourage Authenticity? Education in a Culture of Suspicion? If Not the Market Model, then Perhaps a Heideggerian Perspective? A University’s Authenticity is in its Community Trusting in Thinking about Knowing Trusting in Teaching to Let Learn A Trusting 'Praxis' for Higher Education Institutions Reflections References Index