Curriculum challenges for universities : agenda for change / / edited by James Nyland and David Davies

• Pubblicazione: Gateway East, Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (214 pages)
• Disciplina: 378.199
• Soggetto topico: Education, Higher - Social aspects; Education - Curricula; Universities and colleges - Curricula; Educació superior; Currículums (Ensenyament); Condicions socials
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): DaviesDavid; NylandJames
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- Contents -- Editors and Contributors -- Introduction: Setting the Scene -- Part I Critical Thinking and Engagement -- 1 Critical Thinking for an Engaged University -- 1.1 The Problems -- 1.2 A Democratic Education Relevant to the Digital Age? -- 1.3 What Should Drive Our Knowledge in the Digital Era? -- 1.3.1 The Need for a Social Identity -- 1.4 The Need for Critical Dialogue not Alliances of the Silent -- 1.5 Critical Thinking: Content and Process -- 1.6 Concepts and Processes for Critical Thinking: An Outline Sketch -- 1.7 Processes of Learning for Critical Thinking: Indicative Capacities -- 1.8 Outcomes and Actual Critical Thinking Techniques -- 1.9 Personal Commitment and Learning -- 1.10 Reflexive Criticality -- References -- 2 The University's Social and Civic Role: Time for an Appraisal -- 2.1 Aspect 1 -- 2.1.1 The Civic Role and Community Engagement-Achieving Social Justice Through Education -- 2.1.2 Universities for Students or Citizens? -- 2.1.3 Adult Learning and Education -- 2.1.4 Community Engagement -- 2.1.5 The Role of Cultural Knowledge -- 2.2 Aspect 2 -- 2.2.1 The Meaning of Critical Thinking for the Higher Education Curriculum -- 2.2.2 Crisis, Poverty and the Future -- 2.2.3 The Digital World and the Human Mind -- 2.2.4 Young People and an Uncertain Future -- 2.2.5 Knowledge and Skills -- 2.2.6 Community and Curriculum -- 2.2.7 The University and Democratic Citizen-Members? -- 2.2.8 Learning for Engagement -- 2.2.9 Social Knowing and Skill -- 2.2.10 Critical Thinking -- 2.3 In Conclusion -- References -- 3 The University as a Public Educator: Learning and Teaching for Engagement -- 3.1 What of Work Integrated Learning (WIL) in the Universities? -- 3.2 What of Service Learning in the Universities? -- 3.3 The Australian Carnegie Community Engagement Classification Initiative. ; 3.4 Critical Thinking for Engagement -- 3.5 Pay Attention! A Problem to Be Addressed -- 3.6 Cognitive Concerns: Control Yourself -- 3.7 Focus on What Matters -- 3.8 Attention, Self and Skill -- 3.9 Thinking and Being -- 3.10 Being in the Digital World -- 3.11 Surveillance Capitalism-A New Era -- 3.12 The Problems We Are Addressing: Learning and Teaching -- 3.13 The Need for Renewal -- 3.14 Learning and Teaching Strategies -- 3.15 Learning Entrepreneurially and Personal Viability -- 3.16 A Critical Curriculum for Universities in Practice -- 3.17 Some Practical Steps -- 3.18 In Conclusion -- References -- 4 A Crisis of Knowledge: Themes for an Engaged University Curriculum -- 4.1 Global Change but Local Lives: The Need for a Critical University Curriculum -- 4.2 The Problems We Are Addressing -- 4.3 The Problems Out There -- 4.4 Future Learning and the Digital Age -- 4.5 Community and Engagement -- 4.6 What Makes a Community in the Twenty-First Century? -- 4.7 Who Belongs in a Community or Nation? -- 4.8 An Engaged Curriculum for Critical Thinking: What Do We Need to Know? -- 4.9 Critical Thinking -- References -- 5 Freedom Through Education: A Promise Postponed -- 5.1 Threads Through Time: The Challenges to Higher Education -- 5.2 Where Are We Now? -- 5.3 Future Prospects: Learning for Creativity -- 5.4 A Critical and Dynamic Curriculum for an Uncertain World -- 5.5 The Meaning of Vocational and Academic Education -- 5.6 The Social Purpose of the University: The Promise Denied? -- 5.7 Conclusion: A Promise Postponed -- References -- Part II Engagement, Culture and Democracy -- 6 Academic and Scholarly Freedom: Towards a 'Disputing' University with Critically Engaged Students -- 6.1 An Australian Debate -- 6.2 The Civic Role of the University -- 6.3 A Disputing University? -- 6.4 The Meaning of Critical Thinking and the Curriculum of Universities. ; 6.4.1 Poverty is Still with Us - Globally and Locally -- 6.4.2 The Marginalisation of Young People -- 6.4.3 The Growth of Digital Technologies and How We Understand What is Happening -- 6.4.4 Knowledge and Learning Relevant to Life and Work -- 6.4.5 Relevance of Community and Identity -- 6.5 An Engaged Curriculum for Critical Thinking -- 6.6 What Do We Need to Know? -- References -- 7 Towards a Twenty-First-Century Approach to Civic Engagement Locally: A Conversation Between Professor James Nyland and Dr. Richard Teare, Co-founder and President, Global University for Lifelong Learning -- 7.1 Wider Engagement: The Role of Self-directed Development -- 7.1.1 About This Chapter -- 7.2 Q: Why Did You Establish GULL? -- 7.3 Q: Why Does GULL Focus on Self-help? -- 7.4 Q: How Does GULL Facilitate Self-help? -- 7.5 Q: Do You Have an Example that Illustrates the Value of Self-help? -- 7.6 Q: Does GULL Work with Academic Institutions? -- 7.7 Q: Has GULL's Self-help Approach Been Used in Australia? -- 7.8 Q: Can You Envision a Wider-Ranging Partnership with Universities in the Future? -- 7.9 Q: Given the Positive Outcomes, Will Gull's Work with South African Universities Expand? -- 7.10 Summary Points -- 7.11 Implications -- 7.12 Q: How Could Universities Become More Inclusive Hubs for Academic and Community-Led Learning? -- Reference -- 8 Indigenous Knowledge in Australia: Imagining a Different Society -- 8.1 Introduction -- 8.2 Identity Questions as the Conjuncture -- 8.3 Frameworks for Understanding -- 8.4 The Original Australians and the Contemporary World -- 8.4.1 First Contact: Worlds Apart -- 8.5 Cultural Conservatism and Change -- 8.6 Questions of Land: The Making and Meaning of the Landscape -- 8.7 Aboriginal Knowledge: How We Think About the Issues -- 8.8 Language and Loss -- 8.9 Knowledge, Nature, Culture and Identity. ; 8.10 What Kind of Social Knowledge is Needed Now? -- 8.11 Contexts for Knowing: Environment and Human Development -- 8.12 Re-assessing Practical Knowledge -- 8.13 Indigenous People and Learning: Are the Paradigms Beginning to Shift? -- 8.14 Conclusion -- References -- Part III The Future: Slow Burn or Fast Forward -- 9 The Burning World: Transformation and Sustainability or Apocalypse? -- 9.1 Introduction -- 9.2 We Have Made a Burning World -- 9.3 The Environmental Crisis is a Social and Economic Crisis -- 9.4 Averting the Disaster -- 9.5 Can We Seize Back the Debate? -- 9.6 The Importance of Sustainable Development -- References -- 10 Ways of Knowing: Towards an Ecology of Learning and Community -- 10.1 Crises and Paradoxes -- 10.2 Lessons Learned -- 10.3 The Universities as the New 'Rust Belt'? -- 10.4 Points of Departure -- 10.5 Towards an Ecology of Learning and Community -- 10.6 Places Matter -- 10.7 Learning and the Ecology of Community -- 10.8 Imagining and Understanding Our Cosmos -- 10.9 Conclusion -- References -- 11 The New Normal After Coronavirus: Is There Anyone Here from Education? -- 11.1 Understanding and Learning About Ourselves -- 11.2 New Challenges in a Changed World -- 11.3 Living with the Here and Now and Future? -- 11.4 Looking Ahead -- 11.5 What Will Universities Do? -- 11.6 The New Normal? -- 11.7 The Implications for Education -- 11.8 What We Have Learned from the Pandemic -- 11.9 In Conclusion -- References -- Part IV Conclusion -- 12 Learning that Matters -- 12.1 Learning that Matters -- Sources and Origins -- Part I Critical Thinking and Engagement -- Part II Engagement, Culture and Democracy -- Part III The Future: Slow Burn or Fast Forward -- Part IV Conclusion -- Note to the Reader.
• Titolo autorizzato: Curriculum challenges for universities
• ISBN: 981-16-8582-7; 981-16-8581-9
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910743240703321
• Lo trovi qui: Univ. Federico II