Cargando…
Course Correction : A Map for the Distracted University /
"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Pa...
| Autor principal: | |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Toronto :
University of Toronto Press,
[2019]
|
| Colección: | Book collections on Project MUSE.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Contents; Preface; Introduction; Part I: Five Assertions; 1 It's All about Knowledge, Period; It's about Knowledge; The Knowledge Functions of the University; A Distinguishing Knowledge Function?; Is It Really Just about Knowledge?; 2 Reputation Requires Integrity; Public Perception: Reputation; Public Confidence: Trust; Integrity and Public Trust; 3 Autonomy Is Precarious but Necessary; Ivory and Glass, Tower and Mall; Engagement; Employability; University Autonomy; Formal and Practical Autonomy; Government and Universities; Autonomy in Canada; Government Interests and Influence
- Government Interests and Influence: OntarioGovernment Interests and Influence: The United Kingdom; The University and Its Donors; The Challenges of Defending Autonomy; Responsibility for Defending University Autonomy; 4 Academic Freedom Is Necessary and Messy; Fundamental Freedoms; Academic Freedom; Grounding Academic Freedom; Determining Limits to Academic Freedom; Academic Freedom and Tenure; The Scope of Academic Freedom; Who Has Academic Freedom?; What's Protected by Academic Freedom?; The Responsibilities and Irresponsibilities of Academic Freedom; Can Academic Freedom Be Defined?
- Academic Freedom and Freedom of Speech: Disrespect, Dissent, DisruptionAcademic Freedom and the Freedoms of Conscience and Religion; 5 Decision Making Is Complicated: Boards, Colleagues, Presidents, Peers; Academic Administration; The Authority of Peers; Peers as Those Who Share in the Academic Form of Life; Peer Assessment; The Character of University Administration; Governance Structures; Council and Senate as Collegial Governance; The Responsibilities of the Board; Transparency and Accountability; How Accountable Are Universities?; A Concluding Comment: The President and the Board Chair
- Part II: Three Questions6 Is It Now All about Students?; Teaching Matters; Serving Students; What's Good for Students Is Good for the University; What's Good Is Not Unqualifiedly So; Unavailed Benefits; Inappropriate Expectations; Students Are Really Students; Obligations and Entitlements; The Social Burden of the University; In loco cuiuscumque?; Responsibility Diffused; Diluted Mandate?; Order, Discipline, and Autonomy; Conclusion; 7 What Knowledge Should Undergraduates Gain?; Skills?; Critical Thinking?; Liberal Education?; Liberal Education as Socratic Education
- The Freedoms and Responsibilities of a University EducationSeven Epistemic Convictions: Knowledge about Successful Knowing; Convictions One and Two; Conviction Three; Conviction Four; Conviction Five; Conviction Six; Conviction Seven; Epistemic Attitudes for Successful Knowing; Epistemic Humility; The Courage to Persist; Respect for Truth; Openness to Past Wisdom; Comfort with Ambiguity and Judgment; Character and Socratic Education; Professional Education and Socratic Education; How Is Socratic Knowledge to Be Realized in the Undergraduate Experience?; Education Is Interrogative Conversation