This book examines what a scholar looks and feels like in contemporary times. It suggests that scholars are more than people employed as academics and discusses how different world ideologies, cultures and systems view their scholars and how they might be considered in the changing and challenging nature of higher education. The book includes discussion from Islamic, Confucian, postcolonial and post-Soviet perspectives, alongside other approaches such as the scholar-artist, thinker, teacher and activist. It will appeal to students and scholars working in the philosophy of higher education, higher education practice and comparative studies.…mehr
This book examines what a scholar looks and feels like in contemporary times. It suggests that scholars are more than people employed as academics and discusses how different world ideologies, cultures and systems view their scholars and how they might be considered in the changing and challenging nature of higher education. The book includes discussion from Islamic, Confucian, postcolonial and post-Soviet perspectives, alongside other approaches such as the scholar-artist, thinker, teacher and activist. It will appeal to students and scholars working in the philosophy of higher education, higher education practice and comparative studies.
Paul Gibbs is Emeritus Professor and founder of the Centre for Education Research and Scholarship at Middlesex University, UK, Visiting Professor at University of Technology Sydney, Australia, and Azerbaijan and East European Universities. Victoria de Rijke is Professor of Arts & Education and Director of the Centre for Education Research and Scholarship at Middlesex University, UK. Andrew Peterson is Professor of Character and Citizenship Education and Deputy Director of the Jubilee Centre for Character and Virtues at the University of Birmingham, UK.
Inhaltsangabe
1. How do Scholars and academics differ?.- 2. Scholarship in the University: An Ecological Perspective.- 3.Science and speed addiction: the scholar's vocation in the age of efficiency.- 4. The Academic Citizen Scholar.- 5. The Scholar as Labourer: John Berger's Revolutionary Confabulations.- 6. Realising relational education: Integrated spaces to promote scholarly pedagogic enquiry.- 7. The slow scholar in the accelerated university: Slowness as solidarity.- 8. The working-class scholar: more than an academic matter? .- 9. The Post-Soviet Scholar: From the Spaces of Inaction Towards Public Thinking and Multiple Agoras.- 10. A scholar as wanderer and wonderer.- 11. Can scholarship exist in a non-learning organization?: the case of neoliberal universities.- 12. The Notion of the "Scholar" Among the Chinese: From Confucianism to Contemporary Practice.- 13. Reimagining the Vocation of Being a Scholar at the Intersection of Islamic and Western Higher Education: A proposal.- 14. Restoring sensations of freedom - a note on the poetic resonance of Indigenous research beyond public universities.
1. How do Scholars and academics differ?.- 2. Scholarship in the University: An Ecological Perspective.- 3.Science and speed addiction: the scholar’s vocation in the age of efficiency.- 4. The Academic Citizen Scholar.- 5. The Scholar as Labourer: John Berger’s Revolutionary Confabulations.- 6. Realising relational education: Integrated spaces to promote scholarly pedagogic enquiry.- 7. The slow scholar in the accelerated university: Slowness as solidarity.- 8. The working-class scholar: more than an academic matter? .- 9. The Post-Soviet Scholar: From the Spaces of Inaction Towards Public Thinking and Multiple Agoras.- 10. A scholar as wanderer and wonderer.- 11. Can scholarship exist in a non-learning organization?: the case of neoliberal universities.- 12. The Notion of the “Scholar” Among the Chinese: From Confucianism to Contemporary Practice.- 13. Reimagining the Vocation of Being a Scholar at the Intersection of Islamic and Western Higher Education: A proposal.- 14. Restoring sensations of freedom – a note on the poetic resonance of Indigenous research beyond public universities.
1. How do Scholars and academics differ?.- 2. Scholarship in the University: An Ecological Perspective.- 3.Science and speed addiction: the scholar's vocation in the age of efficiency.- 4. The Academic Citizen Scholar.- 5. The Scholar as Labourer: John Berger's Revolutionary Confabulations.- 6. Realising relational education: Integrated spaces to promote scholarly pedagogic enquiry.- 7. The slow scholar in the accelerated university: Slowness as solidarity.- 8. The working-class scholar: more than an academic matter? .- 9. The Post-Soviet Scholar: From the Spaces of Inaction Towards Public Thinking and Multiple Agoras.- 10. A scholar as wanderer and wonderer.- 11. Can scholarship exist in a non-learning organization?: the case of neoliberal universities.- 12. The Notion of the "Scholar" Among the Chinese: From Confucianism to Contemporary Practice.- 13. Reimagining the Vocation of Being a Scholar at the Intersection of Islamic and Western Higher Education: A proposal.- 14. Restoring sensations of freedom - a note on the poetic resonance of Indigenous research beyond public universities.
1. How do Scholars and academics differ?.- 2. Scholarship in the University: An Ecological Perspective.- 3.Science and speed addiction: the scholar’s vocation in the age of efficiency.- 4. The Academic Citizen Scholar.- 5. The Scholar as Labourer: John Berger’s Revolutionary Confabulations.- 6. Realising relational education: Integrated spaces to promote scholarly pedagogic enquiry.- 7. The slow scholar in the accelerated university: Slowness as solidarity.- 8. The working-class scholar: more than an academic matter? .- 9. The Post-Soviet Scholar: From the Spaces of Inaction Towards Public Thinking and Multiple Agoras.- 10. A scholar as wanderer and wonderer.- 11. Can scholarship exist in a non-learning organization?: the case of neoliberal universities.- 12. The Notion of the “Scholar” Among the Chinese: From Confucianism to Contemporary Practice.- 13. Reimagining the Vocation of Being a Scholar at the Intersection of Islamic and Western Higher Education: A proposal.- 14. Restoring sensations of freedom – a note on the poetic resonance of Indigenous research beyond public universities.
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