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Providing a much-needed global perspective-based analysis of the issue of educational values, this volume examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.
Book Synopsis Worldviews and Values in Higher Education by : Madasu Bhaskara Rao
Download or read book Worldviews and Values in Higher Education written by Madasu Bhaskara Rao and published by Emerald Group Publishing. This book was released on 2024-03-20 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a much-needed global perspective-based analysis of the issue of educational values, this volume examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.
Two noted professors on opposite sides of the cultural wars come together and engage in "cooperative argumentation." One, a "Jewish, atheist libertarian" and the other a "mixed blood American Indian" bring to the table two radically different worldviews to bear on the role of colleges and universities in studying social and ecological justice. The result is an entertaining and enlightening journey that reveals surprising connections and previously misunderstood rationales that may be at the root of a world too polarized to function sanely. "How refreshing to read a debate between a libertarian and a progressive where the participants are not trying to one-up each other or score debating points but simply trying to present an intellectually rigorous case for their philosophy, respectfully debate their differences, learn from each other, and hopefully find common ground." -Dr. Ron Paul, (R) Congressman, 14th District, TX
Book Synopsis Differing Worldviews in Higher Education by : Donald Trent Jacobs
Download or read book Differing Worldviews in Higher Education written by Donald Trent Jacobs and published by . This book was released on 2011 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two noted professors on opposite sides of the cultural wars come together and engage in "cooperative argumentation." One, a "Jewish, atheist libertarian" and the other a "mixed blood American Indian" bring to the table two radically different worldviews to bear on the role of colleges and universities in studying social and ecological justice. The result is an entertaining and enlightening journey that reveals surprising connections and previously misunderstood rationales that may be at the root of a world too polarized to function sanely. "How refreshing to read a debate between a libertarian and a progressive where the participants are not trying to one-up each other or score debating points but simply trying to present an intellectually rigorous case for their philosophy, respectfully debate their differences, learn from each other, and hopefully find common ground." -Dr. Ron Paul, (R) Congressman, 14th District, TX
"In Worldviews and Christian Education, editors W.A. Shipton, E. Coetzee, and R. Takeuchi have brought together works by experts in cross-cultural religious education. The authors and editors have a wealth of personal experience in presenting the gospel to individuals with various worldviews that differ greatly from those held by Christians who take the Bible as authoritative. They focus on the beliefs and issues associated with witnessing to seekers for truth coming from backgrounds as diverse and animism, Buddhism, Confucianism, Hinduism, Islam, Marxism, Taoism, and postmodernism." -- Back Cover
Book Synopsis Worldviews and Christian Education by : W. Shipton, E. Coetzee & R. Takeuchi
Download or read book Worldviews and Christian Education written by W. Shipton, E. Coetzee & R. Takeuchi and published by PartridgeIndia. This book was released on 2014-04 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In Worldviews and Christian Education, editors W.A. Shipton, E. Coetzee, and R. Takeuchi have brought together works by experts in cross-cultural religious education. The authors and editors have a wealth of personal experience in presenting the gospel to individuals with various worldviews that differ greatly from those held by Christians who take the Bible as authoritative. They focus on the beliefs and issues associated with witnessing to seekers for truth coming from backgrounds as diverse and animism, Buddhism, Confucianism, Hinduism, Islam, Marxism, Taoism, and postmodernism." -- Back Cover
Providing a much-needed global perspective-based analysis of the issue of educational values, this volume examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.
Book Synopsis Worldviews and Values in Higher Education by : Madasu Bhaskara Rao
Download or read book Worldviews and Values in Higher Education written by Madasu Bhaskara Rao and published by Emerald Group Publishing. This book was released on 2024-03-20 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a much-needed global perspective-based analysis of the issue of educational values, this volume examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.
This publication is based on the discussions of the 2004 Global Colloquium on Research and Higher Education Policy of the UNESCO Forum for Higher Education, Research and Knowledge, held in Paris in December 2004. It contains contributions from 17 international experts in the field of higher education which explore the global rise of the 'knowledge society' and its implications for higher education and for sustainable human development in the future.
Book Synopsis Knowledge, Power and Dissent by : Guy R. Neave
Download or read book Knowledge, Power and Dissent written by Guy R. Neave and published by UNESCO. This book was released on 2006-01-01 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication is based on the discussions of the 2004 Global Colloquium on Research and Higher Education Policy of the UNESCO Forum for Higher Education, Research and Knowledge, held in Paris in December 2004. It contains contributions from 17 international experts in the field of higher education which explore the global rise of the 'knowledge society' and its implications for higher education and for sustainable human development in the future.
Co-published with Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths.Recognizing that each student learns in culturally influenced ways, and that each instructor’s teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning.The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and Learning that highlights eight continua towards achieving the transformation of teaching, and developing more culturally balanced and inclusive practices, over time. They present techniques – illustrated by numerous examples and narratives – for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates.
Book Synopsis Teaching Across Cultural Strengths by : Alicia Fedelina Chávez
Download or read book Teaching Across Cultural Strengths written by Alicia Fedelina Chávez and published by Taylor & Francis. This book was released on 2023-07-03 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths.Recognizing that each student learns in culturally influenced ways, and that each instructor’s teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning.The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and Learning that highlights eight continua towards achieving the transformation of teaching, and developing more culturally balanced and inclusive practices, over time. They present techniques – illustrated by numerous examples and narratives – for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates.
This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.
Book Synopsis Religion and Worldviews in Education by : Liam Gearon
Download or read book Religion and Worldviews in Education written by Liam Gearon and published by Taylor & Francis. This book was released on 2023-07-21 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.
This thesis explores the nature of worldview in one institution of Christian Higher Education (CHE) and the role of narrative in articulating, promoting and or understanding worldview. Currently, even though the term worldview has been highly apparent in branding and mission statements in Institutions of CHE, little research has been undertaken into the ways in which a worldview operates at different levels of an institution over time, how it is sustained or changed, and how a worldview speaks to or for members of an institutional community over time. It is implied in the branding of Christian educational institutions that 'worldviews' embody a particular stance, and exhibit a way of being 'particular' in the world. But what drives this worldview? And how is it experienced by students and professors? In what ways do the worldviews of the professors and students who make up an institution of Christian Higher Education mediate its institutional worldview? In responding to these key questions, this research seeks to provide a nuanced and critical perspective on the highly contested term, worldview, at a time when there is great interest across the world in spiritual values in education (see e.g., Cooling, 2010; Palmer, 2010; Wong & Canagarajah, 2004). The study takes the view that critically engaging with narratives inhering in one particular institution at one point in time and over time is crucial for understanding worldview as it is experienced by professors and students in the institution, and it can provide valuable insights into the social, academic, educational and institutional identities of this institution. Central to my inquiry is a reflexive, institutional ethnographic study (Smith, 2005, 2006) into one institution of Christian Higher Education, exploring narratives of 32 participants over a 35 year time span. This research adds to the broader research on Christian Institutions of Higher Education in North America with a focus on worldview. Dialogic inquiry (Wells, 1999) assists in exploring the need for narrative as a component of worldview awareness. Overall, this leads to a multifaceted exploration involving language, relationships, culture, community and institutional identity. This approach contrasts sharply with so-called scientific paradigms of eVidence-based research that are prepared to overlook nuances of language and cultural specificity in order to present quantitative certainty and what is problematically claimed as 'clarity' (cf. MacLure, 2005). The study emphasises the significance of understanding an institution's systemworld and lifeworld in light of that institution's mission or mission statement. It investigates the role of disequilibrium (Wolterstorff, 1987, 2002) -such as between a mission statement and a student or professor's experience of life in that institution -as perhaps an indicator of a problematic institutional worldview but also potentially a significant contributor to institutional growth. In representing examples of disequilibrium and dialogic encounters between text and experience in one institution of Christian Higher Education, I propose a framework by which to identify and understand the nature of an embodied institutional worldview. The research draws attention to the function and role of narrative in engaging with worldviews. Indeed, narrative (including my own autobiographical narrative) is a crucial methodological tool in examining and understanding worldview as a concept and worldview in this institution. The research suggests that this provides a valuable medium through which institutions of CHE can better reflect on, understand and promote their worldview in ways that can still appreciate diverse intellectual positions within that institution and not compromise robust academic debate.
Book Synopsis Worldview in Christian Higher Education by : Reid Belcher
Download or read book Worldview in Christian Higher Education written by Reid Belcher and published by . This book was released on 2012 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis explores the nature of worldview in one institution of Christian Higher Education (CHE) and the role of narrative in articulating, promoting and or understanding worldview. Currently, even though the term worldview has been highly apparent in branding and mission statements in Institutions of CHE, little research has been undertaken into the ways in which a worldview operates at different levels of an institution over time, how it is sustained or changed, and how a worldview speaks to or for members of an institutional community over time. It is implied in the branding of Christian educational institutions that 'worldviews' embody a particular stance, and exhibit a way of being 'particular' in the world. But what drives this worldview? And how is it experienced by students and professors? In what ways do the worldviews of the professors and students who make up an institution of Christian Higher Education mediate its institutional worldview? In responding to these key questions, this research seeks to provide a nuanced and critical perspective on the highly contested term, worldview, at a time when there is great interest across the world in spiritual values in education (see e.g., Cooling, 2010; Palmer, 2010; Wong & Canagarajah, 2004). The study takes the view that critically engaging with narratives inhering in one particular institution at one point in time and over time is crucial for understanding worldview as it is experienced by professors and students in the institution, and it can provide valuable insights into the social, academic, educational and institutional identities of this institution. Central to my inquiry is a reflexive, institutional ethnographic study (Smith, 2005, 2006) into one institution of Christian Higher Education, exploring narratives of 32 participants over a 35 year time span. This research adds to the broader research on Christian Institutions of Higher Education in North America with a focus on worldview. Dialogic inquiry (Wells, 1999) assists in exploring the need for narrative as a component of worldview awareness. Overall, this leads to a multifaceted exploration involving language, relationships, culture, community and institutional identity. This approach contrasts sharply with so-called scientific paradigms of eVidence-based research that are prepared to overlook nuances of language and cultural specificity in order to present quantitative certainty and what is problematically claimed as 'clarity' (cf. MacLure, 2005). The study emphasises the significance of understanding an institution's systemworld and lifeworld in light of that institution's mission or mission statement. It investigates the role of disequilibrium (Wolterstorff, 1987, 2002) -such as between a mission statement and a student or professor's experience of life in that institution -as perhaps an indicator of a problematic institutional worldview but also potentially a significant contributor to institutional growth. In representing examples of disequilibrium and dialogic encounters between text and experience in one institution of Christian Higher Education, I propose a framework by which to identify and understand the nature of an embodied institutional worldview. The research draws attention to the function and role of narrative in engaging with worldviews. Indeed, narrative (including my own autobiographical narrative) is a crucial methodological tool in examining and understanding worldview as a concept and worldview in this institution. The research suggests that this provides a valuable medium through which institutions of CHE can better reflect on, understand and promote their worldview in ways that can still appreciate diverse intellectual positions within that institution and not compromise robust academic debate.
Book Synopsis The Values and Image of Higher Education by : Pennsylvania. Office of Higher Education
Download or read book The Values and Image of Higher Education written by Pennsylvania. Office of Higher Education and published by . This book was released on 1977 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.
Book Synopsis Values of the University in a Time of Uncertainty by : Paul Gibbs
Download or read book Values of the University in a Time of Uncertainty written by Paul Gibbs and published by Springer. This book was released on 2019-06-17 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.
