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|a HCDD
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|a Post-critical perspectives on higher education :
|b reclaiming the educational in the university /
|c Naomi Hodgson, Joris Vlieghe, Piotr Zamojski, editors.
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|a Cham :
|b Springer,
|c 2020.
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
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|a online resource
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|a text file
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1 |
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|a Debating higher education: philosophical perspectives,
|x 2366-2573 ;
|v volume 3
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| 500 |
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|a Includes index.
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0 |
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|a Intro -- Contents -- Contributors -- Chapter 1: Introduction -- Appendix: Manifesto for a Post-critical Pedagogy-+ -- References -- Chapter 2: Practicing Universitas -- Introduction -- Blood on Our Hands -- Making Universitas Happen -- Responsibility for the University -- References -- Chapter 3: From Ruins to Response-Ability: Making a University in a Palestinian Refugee Camp -- The University in Ruins -- A Network of Obligations -- Campus in Camps -- The Collective Dictionary -- The Initiatives -- Staying with the Trouble -- References
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| 505 |
8 |
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|a Chapter 4: Rationality and Trust in the Governance of Modern Academia -- Introduction -- The Problem with Trust -- Trust and Rationality -- Trust and Freedom -- Trust in the University -- Academic Technologies of Cooperation -- Conclusion -- References -- Chapter 5: Participation in Partition: Post-critical Approaches to the University -- Introduction -- Phenomenological Considerations on the University and Education -- On the `Crisis of the University ́- The Baseline of a Rhetoric -- Reviewing Cultural Critique
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|a `There are Things We Can Agree About and Important Things:́ Post-critical Engagements -- A Case Vignette on `Participation in Partition ́ -- Concluding Remarks -- References -- Chapter 6: University Lecturing as a Technique of Collective Imagination: On Seeing Things as If They Had Taken a Bodily Form -- Introduction -- Instrumental Approaches to Lecturing -- Moments of Lecturing -- An Educational Approach to Lecturing -- Conclusion -- References -- Chapter 7: Modes of Meetings in Academia and the Spectres of University: From Breaking the Chains to Appreciative Mutual Under... -- Introduction
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| 505 |
8 |
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|a The Research Method -- Modes of Meetings in Academia: Research Findings -- The Spectres of University -- Spectre of the University in Chains -- Spectre of the University in Cells -- Spectre of the University in Nets -- Spectre of the University in Rhizome -- References -- Chapter 8: Reclaiming the Educational Through Embodied Narratives of `Know Thyself ́ -- Introduction -- `Self-Knowledge ́and Education: Ancient Times, West and East -- Self-Knowledge, Meaning, and Education: Contemporary Times -- Contemporary Manifestations of `Know Thyself ́in Higher Education -- References
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|a Chapter 9: Looking for Love in the Student Experience -- Introduction -- Looking for the Student Experience -- The Unequal Student Experience -- The Marketised Student Experience -- The Topographical Student Experience -- Summary and Future Avenues -- References -- Chapter 10: Profaning the University Apparatus: A Plea for Study Groups -- Introduction -- The University Apparatus -- The Counter-Apparatus of the Study Group -- Location: Undercommons -- Actors: Studiers -- Action: Initiation -- References
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|a This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a 'post-critical view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The 'post-critical attitude offers an affirmative approach to the constitutive educational practices of the university. It is 'post- because it is a movement in thought that comes after the critical, which, in its modern and postmodern forms is considered, in Latours terms, to have 'run out of steam. It is an attempt to articulate new conceptual and methodological tools that help us grasp our current conditions. It is not anti-critique; but rather than seeking to debunk current practices, this affirmative approach offers perspectives that shed new light on what we do as educators, on the essence of our educational practices, and on their immanent value. The focus on the educational, then, applies not only to practices that happen to take place in the educational space of the university, but also to those practices whose value we can understand in educational terms.
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| 650 |
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|a Education, Higher
|x Philosophy.
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| 650 |
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|a higher education.
|2 aat
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| 650 |
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|a Philosophy & theory of education.
|2 bicssc
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| 650 |
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|a Higher & further education, tertiary education.
|2 bicssc
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| 650 |
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|a Education
|x Philosophy & Social Aspects.
|2 bisacsh
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| 650 |
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|a Education
|x Higher.
|2 bisacsh
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| 650 |
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|a Education, Higher
|x Philosophy
|2 fast
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| 655 |
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|a Electronic books.
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1 |
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|a Hodgson, Naomi.
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| 700 |
1 |
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|a Vlieghe, Joris.
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| 700 |
1 |
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|a Zamojski, Piotr.
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| 758 |
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|i has work:
|a Post-critical perspectives on higher education (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCH6WJQ8KRYqyXtPKCt7tfC
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
8 |
|i Print version:
|z 303045018X
|z 9783030450182
|w (OCoLC)1144121037
|
| 830 |
|
0 |
|a Debating higher education: philosophical perspectives ;
|v v. 3.
|
| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-45019-9
|y Click for online access
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|a SPRING-ED2020
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