The University in the Twenty-first Century

Teaching the New Enlightenment in the Digital Age

Autor: Elkana, Yehuda; Klöpper, Hannes; Lazerson, Marvin
Editor: Central European University Press
ISBN: 9789633860397
Lloc de publicació: Budapest , Hungary
Any de publicació digital: 2016
Mes: Agost
Pàgines: 304
DDC: 378.001
Idioma: Anglés

Descripció

This volume addresses the broad spectrum of challenges confronting the university of the 21st century. Elkana and Klöpper place special emphasis on the questions regarding the very idea and purposes of universities, especially as viewed through curriculum—what is taught—and pedagogy—how it is taught. The ideas recommended here for reform concern especially undergraduate or Bachelor degree programs in all areas of study, from the humanities and social sciences to the natural sciences, the technical fields, law, medicine, and other professions. The core thesis of this book rests on the emergence of a 'New Enlightenment', which requires a revolution in curriculum and teaching in order to translate the academic philosophy of global contextualism into universal practice or application. The university is asked to revamp teaching in order to foster critical thinking that would serve students their entire lives. This book calls for universities to become truly integrated rather than remaining collections of autonomous agencies more committed to competition among themselves than cooperation in the larger interest of learning.

Cover
Title page
Copyright page
TABLE OF CONTENTS
Preface
Foreword
Chapter 1 Introduction
- What We Are Up Against
- The Difficulty of Comprehensive Curriculum Reform
- The Problems of Contemporary Higher Education
- Rethinking the Enlightenment
- What May Be Done to Address the Problems
- The University in the Age of Globalization
- Rethinking the Enlightenment and Global Contextualism
- Academic Freedom
- Funding & “Publish or Perish”
- Principles for a New Undergraduate Curriculum
- Curriculum Research and the Future of Higher Education
- Some Speculative and Optimistic Thoughts
Chapter 2 The Idea of the University
- The Ideal of the Research University
- From “Solitude and Freedom” to the Multiversity
- The Problem of Commercialization
- The Universalism of the Idea of the University
- Where Are We Today?
Chapter 3 The Aims of the University
- The University’s Purposes—A Historic Perspective
- Humboldt’s Relevance Today and What the 19th Century Did Not Know
- The Liberal Arts Tradition
- Higher Education for the “New Global Century”
- Learning Objectives in a Curriculum Reflecting the New Enlightenment
- Educate Everyone for “Concerned Citizenship”
- Train the Next Generation of Researchers
- Conceive Undergraduate Education as Substantially General Education
- Make the Study of Values a Cornerstone of an Education in Critical Thinking
- Create an Intellectual Fusion of Theory and Practice
- Prepare Students for the Complexity and Messiness of the World
- Cultivate Self-understanding
- Establish a New Culture of Collective Networked Learning
- Learning from Life about Life and for Life
Chapter 4 A Manifesto for Curriculum Reform
- The Core Ideas behind Comprehensive Curriculum Reform
- The Theoretical Basis of the Curriculum Reform Manifesto
- A New, Comprehensive Understanding of General Academic Education
- How the New Enlightenment Will be Incorporated in the Curricula
- The History of Debate on Curriculum Reform
- New Approaches for a Comprehensive General Education
- German and European Debates
- Optimistic Thoughts
Chapter 5 The Renaissance of Rhetoric and Meaning
- Some Theoretical Considerations
- “Teaching Rhetoric” or the Cultivation of Reasonableness
- A Redefinition of Critical Thinking
- Communicating Science to the Public
- Epistemological Considerations
- Rhetorical Considerations
- Policy Considerations
- Cunning Reason: Metis
- Practical Reason: Phronesis
Chapter 6 New Curricula and New Disciplines
- The Crisis in the Humanities: A Never-Ending Controversy
- The Role of the Humanities in the 21st Century
- Some Examples: Economics and Psychology
- A New Curriculum for the Natural Sciences
- Recognizing and Promoting Quality: A Challenge Spanning across Disciplines
- The Establishment of New Scholarly Disciplines
- Global Contextualism and the New Enlightenment: Guidelines for a Meaningful Renewal of Teaching
Chapter 7 Rethinking the Unity of Research and Teaching
- Teaching Quality: Taking Stock of the State of Affairs
- The “Publish or Perish” Paradigm and its Effect on the Quality of Teaching
- The Impact of the Science Citation Index
- Research is not the Measure of All Things
- How the Research Imperative Determines the Quality of Teaching
- From Bulimic Learning to the Conveyance of Skills and a Worldview
- Tenure and the Relevance of Teaching
- Rankings
Chapter 8 Democracy and the Philosophy of Education
- Some Preliminary Theoretical Considerations
- The Role of the State
- Towards a Philosophy of Higher Education
- On the Meaning of Practical Reason
- Cultivating Intellectual Diversity
Chapter 9 Doctoral Education
- The Carnegie Initiative on the Doctorate
- On the Purpose of Doctoral Education
- The Situation in Europe
- Doctoral Studies as an Education for Science and Citizenship
Chapter 10 The Status Quo of Technology in Higher Education
- Obvious Reminders
- The Digital Revolution and the State of Higher Education
- Jumping the Gun: The Debate on Quality in Online Education
- Taking Stock—the Status Quo of Online Learning Today
- The Paradigm Shift in Teaching
- Examples of Innovative Practice
- Major Themes of Emergent Innovation
- MOOCs (Massive Open Online Courses) et al.: Asychchronous, Scalable Online Education
- Cost and Quality: Two Sides of the Same Coin
- What Ultimately Matters: The System Finally Moved Beyond E-learning
- The Long-term Impact of MOOCs
- Summary
Chapter 11 The University in the Digital Age
- Education-as-a-Service
- The Final Frontier: A Common Market for Academic Credits
- Redesigning Teaching Practices
- From Campus to Network
- Moving Forward
Bibliography
Name Index
Back cover