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020 _a9783030450199
024 7 _a10.1007/978-3-030-45019-9
_2doi
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050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
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082 0 4 _a370.1
_223
245 1 0 _aPost-critical Perspectives on Higher Education
_h[electronic resource] :
_bReclaiming the Educational in the University /
_cedited by Naomi Hodgson, Joris Vlieghe, Piotr Zamojski.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aIX, 171 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aDebating Higher Education: Philosophical Perspectives,
_x2366-2573 ;
_v3
505 0 _a1 Introduction -- 2 Practicing Universitas -- 3 From ruins to response-ability: Making a university in a Palestinian refugee camp -- 4 Calculation and Trust in the Governance of Modern Academia -- 5 Participation in Partition: Post-critical Approaches to the University -- 6 University lecturing as a technique of collective imagination: On seeing things as if they had taken a bodily form -- 7 Modes of Meetings in Academia and the Spectres of University: From breaking the chains to appreciative mutual understanding -- 8 Retrieving the educational through embodied narratives of "Know Thyself" -- 9 Looking for Love in the student Experience -- 10 The Uselessness of Study Groups in Higher Education -- 11 Philosophy as education: On the position and future of an academic discipline -- 12 Colloquium.
520 _aThis book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a ‘post-critical’ view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a movement in thought that comes after the critical, which, in its modern and postmodern forms is considered, in Latour’s terms, to have ‘run out of steam’. It is an attempt to articulate new conceptual and methodological tools that help us grasp our current conditions. It is not anti-critique; but rather than seeking to debunk current practices, this affirmative approach offers perspectives that shed new light on what we do as educators, on the essence of our educational practices, and on their immanent value. The focus on the educational, then, applies not only to practices that happen to take place in the educational space of the university, but also to those practices whose value we can understand in educational terms.
650 0 _aEducation—Philosophy.
650 0 _aPhilosophy and social sciences.
650 0 _aHigher education.
650 1 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
700 1 _aHodgson, Naomi.
_eeditor.
_0(orcid)0000-0002-0171-4748
_1https://orcid.org/0000-0002-0171-4748
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aVlieghe, Joris.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aZamojski, Piotr.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030450182
776 0 8 _iPrinted edition:
_z9783030450205
776 0 8 _iPrinted edition:
_z9783030450212
830 0 _aDebating Higher Education: Philosophical Perspectives,
_x2366-2573 ;
_v3
856 4 0 _uhttps://doi.org/10.1007/978-3-030-45019-9
942 _2ddc
_cEBOOK
999 _c102449
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