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Autor Barnett, Ronald (1947-) |
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TÃtulo : Imagining the University Tipo de documento: documento electrónico Autores: Barnett, Ronald (1947-) Editorial: Taylor & Francis Group Fecha de publicación: 2013 Número de páginas: 1 online resource (xi, 188 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-135-09844-5 Palabras clave: Education Higher Aims and objectives. Universities and colleges Philosophy. Clasificación: 378/.01 Resumen: "Despite both positive and negative perceptions of the current state of higher education, the contemporary debate over what it is to be a university is limited. Most of all, it is limited imaginatively. The range of imagined options is narrow. The imagination has not been given anything even approaching a wide scope. As a result, our sense as to what a university could be and could become in the modern age is itself impoverished. If we are seriously to develop a wide range of ideas of the university that is adequate to the challenges of the modern world, the imagination itself needs to be freed. Imagining the University seeks to address each of these sets of issues and will do so by first, identifying a very wide range of ideas of the university as it is now unfolding and could become; secondly, by evaluating those conceptions of the university with a classification of ideas of the university; and thirdly, by reflecting on the imagination itself, its current impoverishment and its possibilities. Whether studying, researching or deciding policy, this book is vital reading to all those involved in the planning and delivery of higher education"-- Nota de contenido: bla
pt. I. Imagining the university -- pt. II. Structuring the imagination -- pt. III. Forms of the imagination -- pt. IV. Being imaginative.Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/134067 Imagining the University [documento electrónico] / Barnett, Ronald (1947-) . - Taylor & Francis Group, 2013 . - 1 online resource (xi, 188 pages) : : illustration.
ISBN : 978-1-135-09844-5
Palabras clave: Education Higher Aims and objectives. Universities and colleges Philosophy. Clasificación: 378/.01 Resumen: "Despite both positive and negative perceptions of the current state of higher education, the contemporary debate over what it is to be a university is limited. Most of all, it is limited imaginatively. The range of imagined options is narrow. The imagination has not been given anything even approaching a wide scope. As a result, our sense as to what a university could be and could become in the modern age is itself impoverished. If we are seriously to develop a wide range of ideas of the university that is adequate to the challenges of the modern world, the imagination itself needs to be freed. Imagining the University seeks to address each of these sets of issues and will do so by first, identifying a very wide range of ideas of the university as it is now unfolding and could become; secondly, by evaluating those conceptions of the university with a classification of ideas of the university; and thirdly, by reflecting on the imagination itself, its current impoverishment and its possibilities. Whether studying, researching or deciding policy, this book is vital reading to all those involved in the planning and delivery of higher education"-- Nota de contenido: bla
pt. I. Imagining the university -- pt. II. Structuring the imagination -- pt. III. Forms of the imagination -- pt. IV. Being imaginative.Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/134067 Los Limites de la Competencia el Conocimiento, la Educacion Superior y la Sociedad / Barnett, Ronald
TÃtulo : Los Limites de la Competencia el Conocimiento, la Educacion Superior y la Sociedad Tipo de documento: texto impreso Autores: Barnett, Ronald (1947-) Editorial: Barcelona [España] : Gedisa Fecha de publicación: 2001 Número de páginas: 286 P. ; 24 CM. ISBN/ISSN/DL: 8474328519 Idioma : Español (spa) Palabras clave: Educacion superior filosofia de la educacion teoria del conocimiento Clasificación: 378 Educación superior Los Limites de la Competencia el Conocimiento, la Educacion Superior y la Sociedad [texto impreso] / Barnett, Ronald (1947-) . - Barcelona [España] : Gedisa, 2001 . - 286 P. ; 24 CM.
ISBN : 8474328519
Idioma : Español (spa)
Palabras clave: Educacion superior filosofia de la educacion teoria del conocimiento Clasificación: 378 Educación superior Reserva
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Código Signatura Soporte Ubicación Estado Ubicación Ver 38290 378 / B261o Libro Impreso Biblioteca Principal En circulación Disponible E098B2 E098
TÃtulo : Philosophers on the University : Reconsidering Higher Education Tipo de documento: documento electrónico Autores: Barnett, Ronald (1947-), ; Fulford, Amanda, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2020 Número de páginas: XII, 213 p. ISBN/ISSN/DL: 978-3-030-31061-5 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Enseñanza superior FilosofÃa de la educación Educación FilosofÃa Clasificación: 370.1 Resumen: Este libro muestra la importancia del pensamiento de los filósofos (y otros pensadores clave) para comprender la universidad y la educación superior. A través de esas exploraciones, amplÃa y contribuye sustancialmente a la filosofÃa emergente de la educación superior. Se basa en la literatura histórica sobre la idea de universidad y proporciona a los académicos de educación superior introducciones muy accesibles al pensamiento de filósofos y pensadores clave, alertándolos sobre un conjunto de literatura que de otra manera no encontrarÃan. Hasta hace muy poco, la mayor parte del debate sobre la educación superior –tanto en el dominio público como en la literatura académica– se ha llevado a cabo sin tener en cuenta la literatura filosófica. Esto es extraño por dos razones. En primer lugar, gran parte de la literatura histórica sobre la idea de universidad –durante los últimos doscientos años– ha sido escrita por filósofos y su pensamiento en gran medida no ha sido minado. En segundo lugar, y quizás aún más importante, muchos de los temas en el debate sobre la educación superior son de naturaleza filosófica o requieren un pensamiento reflexivo, y hay enormes recursos en la literatura filosófica a la mano que pueden ayudar a resolver esos temas. Cuestiones como qué se considera conocimiento (en la universidad), sabidurÃa, voz, democracia, cultura, qué es "ser" un estudiante o académico, la libertad académica, la comunicación, el trabajo y la disciplina piden a gritos el tipo de ideas que la literatura filosófica, entendida en un sentido muy amplio, puede ofrecer. Este libro intenta precisamente hacer esto, mostrar cómo el trabajo de pensadores clave puede ayudar a profundizar el debate sobre la educación superior. Cada capÃtulo se centra en un pensador individual, brindando una visión del pensador en cuestión y extrayendo de manera accesible algo de su pensamiento y mostrando su importancia para comprender la universidad y la educación superior. Los editores proporcionan una introducción completa que marca este gran territorio y prepara el terreno para el lector. En una época de excesiva demanda estudiantil y de debate sin precedentes sobre a qué sirve la educación superior y a quién sirve, llega una antologÃa que aprende del pasado para comprender lo que está por venir. Filósofos sobre la Universidad ofrece análisis sofisticados y atrevidos sobre lo que constituye una universidad, su verdad, su responsabilidad y su rendición de cuentas. Un libro de profundos pensamientos y perspicacias, sólo superado por el inmenso propósito que la educación superior deberÃa cumplir. Prof. Nuraan Davids, Universidad Stellenbosch, Sudáfrica. Nota de contenido: 1. Introductory essay: Considering higher education: thinking it through; Ronald Barnett and Amanda Fulford -- Part I: Questioning the University -- 2. Friedrich Nietzsche (1844-1900): The will to power and the university; Søren ø. E. Bengtsen -- 3. Theodor Adorno (1903-1969): Restless, fractured and uncomfortable thought; Jan McArthur -- 4. Ernest Gellner (1925-1995): Nought for the university's comfort? Ronald Barnett -- 5. Roy Bhaskar (1944-2014): The idea of a university; David Scott -- Part II: Culture and the University -- 6. F. R. Leavis (1895-1978): Thought, words and creativity and the university; Steven Cranfield -- 7. Hannah Arendt (1906-1975): Embodying a promise in the university; Jon Nixon -- 8. José Ortega y Gasset (1883-1955): The university's social mission - to enrich individual potential; John Wyatt -- 9. Alasdair MacIntyre (1929-): Philosophy and the university; John Haldane -- Part III: Letting Learn -- 10. Martin Heidegger (1889-1976): Higher education as thinking; Paul Gibbs -- 11. Karl Jaspers (1883-1969): Truth, academic freedom and student autonomy; Stephen Burwood -- 12. Stanley Cavell (1926-2018): Higher education and the development of voice; Amanda Fulford -- Part IV: Higher Education and Democracy -- 13. John Dewey (1859-1952): Democratic hope through higher education; Naoko Saito -- 14. Jacques Rancière (1940-): Higher education as a place for radical equality; Joris Vlieghe -- 15. Jürgen Habermas (1929-): The importance of higher education for democracy; Ted Fleming -- Index. Tipo de medio : Computadora Summary : This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly,many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to 'be' a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader. At a time of excessive student demand, and unprecedented debate as to what and whose public good higher education serves, comes an anthology, which learns from the past to understand, that which is yet to come. Philosophers on the University offers sophisticated and unafraid analyses of what constitutes a university, its truth, its responsibility, and its accountability. A book of deep thoughts and insights, surpassed only by the immense purpose which higher education ought to fulfill. Prof Nuraan Davids, Stellenbosch University, South Africa. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Philosophers on the University : Reconsidering Higher Education [documento electrónico] / Barnett, Ronald (1947-), ; Fulford, Amanda, . - 1 ed. . - [s.l.] : Springer, 2020 . - XII, 213 p.
ISBN : 978-3-030-31061-5
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Enseñanza superior FilosofÃa de la educación Educación FilosofÃa Clasificación: 370.1 Resumen: Este libro muestra la importancia del pensamiento de los filósofos (y otros pensadores clave) para comprender la universidad y la educación superior. A través de esas exploraciones, amplÃa y contribuye sustancialmente a la filosofÃa emergente de la educación superior. Se basa en la literatura histórica sobre la idea de universidad y proporciona a los académicos de educación superior introducciones muy accesibles al pensamiento de filósofos y pensadores clave, alertándolos sobre un conjunto de literatura que de otra manera no encontrarÃan. Hasta hace muy poco, la mayor parte del debate sobre la educación superior –tanto en el dominio público como en la literatura académica– se ha llevado a cabo sin tener en cuenta la literatura filosófica. Esto es extraño por dos razones. En primer lugar, gran parte de la literatura histórica sobre la idea de universidad –durante los últimos doscientos años– ha sido escrita por filósofos y su pensamiento en gran medida no ha sido minado. En segundo lugar, y quizás aún más importante, muchos de los temas en el debate sobre la educación superior son de naturaleza filosófica o requieren un pensamiento reflexivo, y hay enormes recursos en la literatura filosófica a la mano que pueden ayudar a resolver esos temas. Cuestiones como qué se considera conocimiento (en la universidad), sabidurÃa, voz, democracia, cultura, qué es "ser" un estudiante o académico, la libertad académica, la comunicación, el trabajo y la disciplina piden a gritos el tipo de ideas que la literatura filosófica, entendida en un sentido muy amplio, puede ofrecer. Este libro intenta precisamente hacer esto, mostrar cómo el trabajo de pensadores clave puede ayudar a profundizar el debate sobre la educación superior. Cada capÃtulo se centra en un pensador individual, brindando una visión del pensador en cuestión y extrayendo de manera accesible algo de su pensamiento y mostrando su importancia para comprender la universidad y la educación superior. Los editores proporcionan una introducción completa que marca este gran territorio y prepara el terreno para el lector. En una época de excesiva demanda estudiantil y de debate sin precedentes sobre a qué sirve la educación superior y a quién sirve, llega una antologÃa que aprende del pasado para comprender lo que está por venir. Filósofos sobre la Universidad ofrece análisis sofisticados y atrevidos sobre lo que constituye una universidad, su verdad, su responsabilidad y su rendición de cuentas. Un libro de profundos pensamientos y perspicacias, sólo superado por el inmenso propósito que la educación superior deberÃa cumplir. Prof. Nuraan Davids, Universidad Stellenbosch, Sudáfrica. Nota de contenido: 1. Introductory essay: Considering higher education: thinking it through; Ronald Barnett and Amanda Fulford -- Part I: Questioning the University -- 2. Friedrich Nietzsche (1844-1900): The will to power and the university; Søren ø. E. Bengtsen -- 3. Theodor Adorno (1903-1969): Restless, fractured and uncomfortable thought; Jan McArthur -- 4. Ernest Gellner (1925-1995): Nought for the university's comfort? Ronald Barnett -- 5. Roy Bhaskar (1944-2014): The idea of a university; David Scott -- Part II: Culture and the University -- 6. F. R. Leavis (1895-1978): Thought, words and creativity and the university; Steven Cranfield -- 7. Hannah Arendt (1906-1975): Embodying a promise in the university; Jon Nixon -- 8. José Ortega y Gasset (1883-1955): The university's social mission - to enrich individual potential; John Wyatt -- 9. Alasdair MacIntyre (1929-): Philosophy and the university; John Haldane -- Part III: Letting Learn -- 10. Martin Heidegger (1889-1976): Higher education as thinking; Paul Gibbs -- 11. Karl Jaspers (1883-1969): Truth, academic freedom and student autonomy; Stephen Burwood -- 12. Stanley Cavell (1926-2018): Higher education and the development of voice; Amanda Fulford -- Part IV: Higher Education and Democracy -- 13. John Dewey (1859-1952): Democratic hope through higher education; Naoko Saito -- 14. Jacques Rancière (1940-): Higher education as a place for radical equality; Joris Vlieghe -- 15. Jürgen Habermas (1929-): The importance of higher education for democracy; Ted Fleming -- Index. Tipo de medio : Computadora Summary : This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly,many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to 'be' a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader. At a time of excessive student demand, and unprecedented debate as to what and whose public good higher education serves, comes an anthology, which learns from the past to understand, that which is yet to come. Philosophers on the University offers sophisticated and unafraid analyses of what constitutes a university, its truth, its responsibility, and its accountability. A book of deep thoughts and insights, surpassed only by the immense purpose which higher education ought to fulfill. Prof Nuraan Davids, Stellenbosch University, South Africa. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : The Future University : Ideas And Possibilities Tipo de documento: documento electrónico Autores: Barnett, Ronald (1947-) Editorial: Taylor & Francis Group Fecha de publicación: 2012 Número de páginas: x, 233 p. Palabras clave: Education Higher Aims and objectives Universities and colleges Education and globalization Clasificación: 378 Educación superior Nota de contenido: bla
The future isn't waiting / Sheldon Rothblatt -- Imagining the university of the future / Louise Morley -- Accessing knowledge in the university of the future: lessons from Australia / Leesa Wheelahan -- The trajectory and future of the idea of the university in China / Shuang-Ye Chen and Leslie N.K. Lo -- The idea of the university in Latin America in the 21st century / Mario Diaz Villa -- The decline of the university in South Africa: reconstituting the place of reason / Yusef Waghid -- Towards a networked university / Nicolas Standaert -- The university as fool / Donncha Kavanagh -- Re-imagining the university: developing a capacity to care -- Gloria Dall'Alba -- Creating a better world: towards the university of wisdom / Nicholas Maxwell -- Universities and the common good / Jon Nixon -- Teaching in the university the day after tomorrow / Paul Standish -- The university: a public issue / Jan Masschelein and Maarten Simons -- The future of university research in Africa / Berte Van Wyk and Philip Higgs -- Knowledge socialism: intellectual commons and openness in the university / Michael Peters, Garett Gietzen and David J Ondercin.Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/139344 The Future University : Ideas And Possibilities [documento electrónico] / Barnett, Ronald (1947-) . - Taylor & Francis Group, 2012 . - x, 233 p.
Palabras clave: Education Higher Aims and objectives Universities and colleges Education and globalization Clasificación: 378 Educación superior Nota de contenido: bla
The future isn't waiting / Sheldon Rothblatt -- Imagining the university of the future / Louise Morley -- Accessing knowledge in the university of the future: lessons from Australia / Leesa Wheelahan -- The trajectory and future of the idea of the university in China / Shuang-Ye Chen and Leslie N.K. Lo -- The idea of the university in Latin America in the 21st century / Mario Diaz Villa -- The decline of the university in South Africa: reconstituting the place of reason / Yusef Waghid -- Towards a networked university / Nicolas Standaert -- The university as fool / Donncha Kavanagh -- Re-imagining the university: developing a capacity to care -- Gloria Dall'Alba -- Creating a better world: towards the university of wisdom / Nicholas Maxwell -- Universities and the common good / Jon Nixon -- Teaching in the university the day after tomorrow / Paul Standish -- The university: a public issue / Jan Masschelein and Maarten Simons -- The future of university research in Africa / Berte Van Wyk and Philip Higgs -- Knowledge socialism: intellectual commons and openness in the university / Michael Peters, Garett Gietzen and David J Ondercin.Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/139344
TÃtulo : The Thinking University : A Philosophical Examination of Thought and Higher Education Tipo de documento: documento electrónico Autores: Bengtsen, Søren SE, ; Barnett, Ronald (1947-), Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XVII, 200 p. 2 ilustraciones ISBN/ISSN/DL: 978-3-319-77667-5 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación Superior Ciencias sociales EtnologÃa Educación más alta TeorÃa social AntropologÃa sociocultural Clasificación: 370.1 Resumen: Este libro revitaliza el tratamiento filosófico de la naturaleza, el propósito y el significado del pensamiento en las universidades de hoy. El debate más amplio sobre la educación superior ha pasado de ser un discurso filosófico a un discurso sobre el bienestar y el servicio social, la economÃa y las agendas polÃticas. Este libro vuelve a conectar la filosofÃa con los conceptos académicos centrales del pensamiento, la razón y la crÃtica y sus prácticas académicas asociadas de pensamiento y razonamiento. El pensamiento en este contexto no debe considerarse como una construcción meramente mental o cognitiva, y menos aún como una facultad enclaustrada, sino como un compromiso individual y social plenamente desarrollado de reflexión crÃtica y discusión sobre las cuestiones disciplinarias, polÃticas y filosóficas actuales. Los editores sostienen que el elemento del pensamiento y la capacidad de pensar de una manera profunda e innovadora sigue siendo la esencia de la universidad. Pero, ¿qué significa pensar en la universidad hoy? ¿Y de qué manera se relaciona el pensamiento no solo con las cuestiones epistemológicas y ontológicas del debate filosófico, sino también con las dimensiones sociales y polÃticas de nuestra era globalizada? En muchos paÃses, el Estado está imponiendo limitaciones a las universidades, despidiendo o amenazando a los académicos que se expresan crÃticamente. En este volumen, los editores se plantean preguntas como: ¿Cuál es el valor del pensamiento? ¿Cuál es la relación adecuada de la universidad con el pensamiento? Para dar a la noción de pensamiento un tratamiento filosófico exhaustivo, el libro se divide en tres partes. El enfoque pasa de una perspectiva epistemológica en la Parte I, a un enfoque sobre la existencia y los valores en la educación superior en la Parte II, y luego a un enfoque orientado a la sociedad en la universidad en la Parte III. Las tres partes, a su manera, debaten la noción de pensamiento en la educación superior y la universidad como una forma pensante de ser. Nota de contenido: 1. Introduction: Considering the Thinking University.-PART 1: The Thinking University – Contending with the World -- 2. Truth, Democracy and the Mission of the University -- 3. Universities as Societal Drivers: Entrepreneurial Interventions for a Better Future -- 4. Dissident Thought: A Decolonising Framework for Revolt in the University -- 5. Towards an African University of Critique -- PART 2: Educating Thought -- 6. Research Education and Care: The Care-full PhD -- 7. Citizenship and the Thinking University: Toward the Citizen Scholar -- 8. Bildung, Emotion and Thought -- 9. Technicising Thought: English and the Internationalisation of the University -- PART 3: The Thinking University: Making Connections -- 10. A Complexity Thinking Take on Thinking in the University -- 11. When Thought Gets Left Alone: Thinking, Recognition and Social Justice -- 12. The Worldhood University: Design Signatures and Guild Thinking -- 13. The Thinking University: Two Versions, Rival and Complementary -- 14. Coda: There is Much to Play for. Tipo de medio : Computadora Summary : 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 thoughtrelated 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. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] The Thinking University : A Philosophical Examination of Thought and Higher Education [documento electrónico] / Bengtsen, Søren SE, ; Barnett, Ronald (1947-), . - 1 ed. . - [s.l.] : Springer, 2018 . - XVII, 200 p. 2 ilustraciones.
ISBN : 978-3-319-77667-5
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación Superior Ciencias sociales EtnologÃa Educación más alta TeorÃa social AntropologÃa sociocultural Clasificación: 370.1 Resumen: Este libro revitaliza el tratamiento filosófico de la naturaleza, el propósito y el significado del pensamiento en las universidades de hoy. El debate más amplio sobre la educación superior ha pasado de ser un discurso filosófico a un discurso sobre el bienestar y el servicio social, la economÃa y las agendas polÃticas. Este libro vuelve a conectar la filosofÃa con los conceptos académicos centrales del pensamiento, la razón y la crÃtica y sus prácticas académicas asociadas de pensamiento y razonamiento. El pensamiento en este contexto no debe considerarse como una construcción meramente mental o cognitiva, y menos aún como una facultad enclaustrada, sino como un compromiso individual y social plenamente desarrollado de reflexión crÃtica y discusión sobre las cuestiones disciplinarias, polÃticas y filosóficas actuales. Los editores sostienen que el elemento del pensamiento y la capacidad de pensar de una manera profunda e innovadora sigue siendo la esencia de la universidad. Pero, ¿qué significa pensar en la universidad hoy? ¿Y de qué manera se relaciona el pensamiento no solo con las cuestiones epistemológicas y ontológicas del debate filosófico, sino también con las dimensiones sociales y polÃticas de nuestra era globalizada? En muchos paÃses, el Estado está imponiendo limitaciones a las universidades, despidiendo o amenazando a los académicos que se expresan crÃticamente. En este volumen, los editores se plantean preguntas como: ¿Cuál es el valor del pensamiento? ¿Cuál es la relación adecuada de la universidad con el pensamiento? Para dar a la noción de pensamiento un tratamiento filosófico exhaustivo, el libro se divide en tres partes. El enfoque pasa de una perspectiva epistemológica en la Parte I, a un enfoque sobre la existencia y los valores en la educación superior en la Parte II, y luego a un enfoque orientado a la sociedad en la universidad en la Parte III. Las tres partes, a su manera, debaten la noción de pensamiento en la educación superior y la universidad como una forma pensante de ser. Nota de contenido: 1. Introduction: Considering the Thinking University.-PART 1: The Thinking University – Contending with the World -- 2. Truth, Democracy and the Mission of the University -- 3. Universities as Societal Drivers: Entrepreneurial Interventions for a Better Future -- 4. Dissident Thought: A Decolonising Framework for Revolt in the University -- 5. Towards an African University of Critique -- PART 2: Educating Thought -- 6. Research Education and Care: The Care-full PhD -- 7. Citizenship and the Thinking University: Toward the Citizen Scholar -- 8. Bildung, Emotion and Thought -- 9. Technicising Thought: English and the Internationalisation of the University -- PART 3: The Thinking University: Making Connections -- 10. A Complexity Thinking Take on Thinking in the University -- 11. When Thought Gets Left Alone: Thinking, Recognition and Social Justice -- 12. The Worldhood University: Design Signatures and Guild Thinking -- 13. The Thinking University: Two Versions, Rival and Complementary -- 14. Coda: There is Much to Play for. Tipo de medio : Computadora Summary : 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 thoughtrelated 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. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
