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1. |
Record Nr. |
UNINA9910787148603321 |
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Autore |
Sallee Margaret <1977-> |
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Titolo |
Faculty fathers : toward a new ideal in the research university / / Margaret W. Sallee |
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Pubbl/distr/stampa |
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Albany, New York : , : SUNY Press, , 2014 |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (256 p.) |
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Disciplina |
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Soggetti |
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College teachers - United States - Leaves of absence |
College teachers - Family relationships - United States |
Male teachers - United States - Leaves of absence |
Male teachers - Family relationships - United States |
Family leave - United States |
Sex differences in education - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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""Contents""; ""List of Tables""; ""Acknowledgments""; ""1. Introduction""; ""Navigating Parenthood at the Research University""; ""The Ideal Worker in the Gendered University""; ""The Gendered University""; ""Work/Life Issues and the Faculty Career""; ""Accommodating Family Demands at the Research University""; ""Tenure-Clock Extension""; ""Pregnancy Leave, Childbearing Leave, and Parental Leave""; ""Release from Teaching Duties (Active Service/Modified Duties)""; ""Part-Time Tenure Track""; ""Backup Childcare""; ""Miscellaneous Institutional Programs""; ""Methodology""; ""Campus Profiles"" |
""A Snapshot of the Fathers""""Methods of Data Collection""; ""Organization of the Book""; ""2. Conflicting Roles: The Ideal Worker or the Ideal Father?""; ""The Faculty Career Is Ideal for Parenting?""; ""The Ideal Faculty Member Is the Ideal Worker""; ""The Ideal Worker as Breadwinner, not Caregiver""; ""Mothers versus Fathers: Biological and Socially-Constructed Differences""; ""Contrasting Opinions over Policy Use""; ""Career and Identity Consequences for Policy Use""; |
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""Conclusion""; ""3. Family-Friendly or Father-Friendly: Institutional Culture and the Ideal Worker"" |
""Elements of Organizations that Shape Men�s Ability to Balance Work and Family""""Existence of Formal Policies""; ""History of Policy Use""; ""Managerial Support""; ""Coworker Support""; ""Eastern University: Neither Father-Friendly nor Mother-Friendly""; ""Location""; ""Policies and Programs""; ""Central Administration""; ""Department-Level Support""; ""Southern University: Family-Friendly or Mommy-Friendly?""; ""Location""; ""Policies and Programs""; ""Central Administration""; ""Department-Level Support""; ""Western University: Working Toward a Father-Friendly Culture""; ""Location"" |
""Policies and Programs""""Central Administration""; ""Department-Level Support""; ""Midwestern University: Family-Friendly Policies, Father-Friendly Departments""; ""Location""; ""Programs and Policies""; ""Central Administration""; ""Department-Level Support""; ""Conclusion""; ""Location""; ""Existence of Policies""; ""History of Policy Use""; ""Support from Administration, Deans, and Chairs""; ""Support from Colleagues""; ""4. Disciplinary Culture and the Ideal Worker""; ""Structure of Work""; ""People in the Discipline""; ""Humanities and Social Sciences""; ""Structure of Work"" |
""People in the Discipline""""Sciences and Engineering""; ""Structure of Work""; ""People in the Discipline""; ""Professional Schools""; ""Structure of Work""; ""People in the Discipline""; ""Conclusion""; ""Structure of Work""; ""People in the Discipline""; ""5. How Family Life Affects Faculty Life""; ""Defining Productivity""; ""Hours Worked""; ""Fatherhood Leads to Increased Productivity and Efficiency""; ""Fatherhood Leads to Decreased Productivity and Scholarly Engagement""; ""Intellectual Attention and Scholarly Work""; ""Conclusion""; ""6. The Ideal Worker Inside or Outside the Home?"" |
""Shifting or Reinscribing Gender Norms?"" |
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2. |
Record Nr. |
UNINA9910337747303321 |
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Autore |
Stolz Steven A |
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Titolo |
Alasdair MacIntyre, Rationality and Education : Against Education of Our Age / / by Steven A. Stolz |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (XIV, 71 p.) |
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Collana |
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SpringerBriefs on Key Thinkers in Education, , 2211-937X |
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Disciplina |
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Soggetti |
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Education—Philosophy |
Philosophy and social sciences |
Critical Thinking |
Educational sociology |
Education and sociology |
Learning |
Instruction |
Educational Philosophy |
Philosophy of Education |
Sociology of Education |
Learning & Instruction |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Sommario/riassunto |
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Despite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts. With this in mind, this book aims to provide a critique of MacIntyre’s thinking about education, and hence commences with a central theme found in MacIntyre’s extensive corpus concerning the fragmentation and disunification of ideas found in our culture and society that stems both from the rejection of metaphysics and what it means to be a human being living within the context of |
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history. According to MacIntyre, part of the problem why this has occurred is due to educational institutions, particularly universities failing to resist the pressure exerted from industry and the state to conform. Unfortunately, this has resulted in a type of intellectual dissensus where the shared conceptions of rational enquiry and the role of reason have been replaced by pluralistic notions of private and personal choices concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy and conformism. In order to overcome this apathy and conformism found in our culture and society, MacIntyre’s educational project is concerned with the cultivation of rationality; however, this is not an easy undertaking because it involves students being confronted with alternative – sometimes rather hostile – rival traditions so they both come to see rival points of view and understand that each tradition, including their own, does not come from a neutral or value-neutral standpoint. To MacIntyre, dialectical encounters between traditions is a crucial starting point of a good education, but for intellectual and academic progress to be made, rational enquiry needs to be grounded in a shared understanding of first principles that aims at truth and rational vindication. It is this shift in thinking that is of interest in the latter part of this book, particularly MacIntyre’s views around tradition-orientated communities of practice. Here, MacIntyre is concerned with the praxis of his educational project and the crucial role tradition-orientated communities play in the cultivation of independent reasoners who are capable of seeing the interconnectedness between different forms of knowledge that can lead us to an informed discovery of both the truth, and of the good, but most importantly exhibit virtuous dispositions which are vital to good practical reasoning. . |
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