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Knowledge at the Crossroads?
There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And ...
Reconfiguring Knowledge in Higher Education
Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy. Yet the changing pressures, directions and practices in relation to knowledge pose many challenges for higher education itself. How can and how should research and study programs within higher education align with wider knowledge dynamics? How can higher education prepare students in professional fields for different kinds of knowledge-intensive work practices? How can short term economic objectives for higher education be aligned with other kinds of...
Australian Economic History
In a time of pandemics, war and climate change, fostering knowledge that transcends disciplinary boundaries is more important than ever. Economic history is one of the world’s oldest interdisciplinary fields, with its prosperity dependent on connection and relevance to disciplinary behemoths economics and history. Australian Economic History is the first history of an interdisciplinary field in Australia, and the first to set the field’s progress within the structures of Australian universities. It highlights the lived experience of doing interdisciplinary research, and how scholars have navigated the opportunities and challenges of this form of knowledge. These lessons are vital for tho...
Handbook on Research Assessment in the Social Sciences
This Handbook provides a comprehensive overview of current developments, issues and good practices regarding assessment in social science research. It pays particular attention to the challenges in evaluation policies in the social sciences, as well as to the specificities of publishing in the area.
Degrees of Risk
An ethnographic analysis of how insecurity is at the heart of contemporary higher education. Institutions of higher education are often described as “ivory towers,” places of privilege where students exist in a “campus bubble,” insulated from the trials of the outside world. These metaphors reveal a widespread belief that college provides young people with stability and keeps insecurity at bay. But for many students, that’s simply not the case. Degrees of Risk reveals how insecurity permeates every facet of college life for students at public universities. Sociologist Blake Silver dissects how these institutions play a direct role in perpetuating uncertainty, instability, individua...
Handbook on Higher Education Management and Governance
This ground-breaking Handbook examines the evolution of university autonomy and governance by tracking the changing relationship between higher education institutions and the state. Through unique historical analyses, contributors provide important insights into the position of students, academics, and universities in today’s society and map potential future directions of travel for the sector.
Metaphorical Landscapes and the Theology of the Book of Job
In Metaphorical Landscapes and the Theology of the Book of Job Johan de Joode demonstrates how crucial spatial metaphors are for the theology of the book of Job.
Kant and the Subject of Critique
Immanuel Kant is strict about the limits of self-knowledge: our inner sense gives us only appearances, never the reality, of ourselves. Kant may seem to begin his inquiries with an uncritical conception of cognitive limits, but in Kant and the Subject of Critique, Avery Goldman argues that, even for Kant, a reflective act must take place before any judgment occurs. Building on Kant's metaphysics, which uses the soul, the world, and God as regulative principles, Goldman demonstrates how Kant can open doors to reflection, analysis, language, sensibility, and understanding. By establishing a regulative self, Goldman offers a way to bring unity to the subject through Kant's seemingly circular reasoning, allowing for critique and, ultimately, knowledge.
History Education and Historical Inquiry
Inquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: • What does historical inquiry mean in history classrooms? • What forms does classroom based historical inquiry take, and to ...
Spatio-temporal Intertwining
This volume explores Husserl’s theory of sensibility and his conceptualization of spatial and temporal constitution. The author maps the linkages between Husserl’s ‘transcendental aesthetic’, the theory of pure experience in empirio-criticism, as well as Immanuel Kant’s transcendental philosophy. The core argument in this analysis centers on the relationship between spatiality and temporality in Husserl’s philosophy. The study interrogates Husserl’s understanding of the relationship between spatiality and temporality in terms of stratifications, analogies and parallelisms. It incorporates a discussion of the potentialities and limitations of such an understanding. It concludes ...
