01107nam0 22002893i 450 PUV019683220231121125610.0902771809120131127d1985 ||||0itac50 baengnlz01i xxxe z01nFoundations of objective knowledgethe relations of Popper's theory of knowledge to that of KantSergio L. de C. FernandesDordrechtD. Reidel c 1985XVII, 272 p23 cmBoston studies in the philosophy of science86001BVE00032982001 Boston studies in the philosophy of science86Fernandes, Sergio L. de C.PUVV10826107045170ITIT-0120131127IT-FR0017 Biblioteca umanistica Giorgio ApreaFR0017 PUV0196832Biblioteca umanistica Giorgio Aprea 52MAG 8/1117 52MAG0000196915 VMN RS A 2013112720131127 52Foundations of Objective Knowledge358657UNICAS03134nam 22005415 450 991014945310332120251030103638.09781137514097113751409410.1057/978-1-137-51409-7(CKB)3710000000933227(DE-He213)978-1-137-51409-7(MiAaPQ)EBC4733931(Perlego)3501872(EXLCZ)99371000000093322720161105d2017 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierHigher Education and Technological Acceleration The Disintegration of University Teaching and Research /by Ingrid M. Hoofd1st ed. 2017.New York :Palgrave Macmillan US :Imprint: Palgrave Macmillan,2017.1 online resource (XI, 170 p.) 9781137517517 1137517514 Includes bibliographical references and index.Speed and Academic Blindness -- Coercive Invitations of Universality -- Idealistic Self-delusions and the Limits of Nostalgia -- The Double-Bind of/in Activist-academic Research -- a Fatally-Wounded University?.This book critically examines the relationship between new media technologies, research ethics and pedagogical strategies within the contemporary university. It debates whether recent transformations of higher education, rather than an effect of neo-liberalization, are actually an outflow of the technological acceleration of the university’s own contradictory ideals around knowledge and democracy. The book sets up this argument by likening the university to a ‘vision machine’ which quest for total scientific and social transparency has recently caved in on itself, negatively affecting staff and student well-being. The book asserts that this situation reveals the essential tension at the heart of the university system, and explores the acceleration of this tension by analyzing a variety of teaching and research advances from Europe and Asia. Examining among other issues the call for creativity and critical thinking in the curriculum, the push for e-learning, and the advent of the digital humanities, this text offers a key analysis of the university’s founding ideals and its constitutive relationship to technological acceleration.Education, HigherEducational technologyDigital humanitiesHigher EducationDigital Education and Educational TechnologyDigital HumanitiesEducation, Higher.Educational technology.Digital humanities.Higher Education.Digital Education and Educational Technology.Digital Humanities.378Hoofd Ingrid M.authttp://id.loc.gov/vocabulary/relators/aut962848BOOK9910149453103321Higher Education and Technological Acceleration2538902UNINA