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Post-critical perspectives on higher...

Hodgson, Naomi.

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Post-critical perspectives on higher education = reclaiming the educational in the university /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Post-critical perspectives on higher education/ edited by Naomi Hodgson, Joris Vlieghe, Piotr Zamojski.
Reminder of title:	reclaiming the educational in the university /
other author:	Hodgson, Naomi.
Published:	Cham :Springer International Publishing : : 2020.,
Description:	ix, 171 p. :ill., digital ;24 cm.
[NT 15003449]:	1 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.
Contained By:	Springer Nature eBook
Subject:	Education, Higher - Philosophy. -
Online resource:	https://doi.org/10.1007/978-3-030-45019-9
ISBN:	9783030450199

Post-critical perspectives on higher education = reclaiming the educational in the university /
Post-critical perspectives on higher educationreclaiming the educational in the university /[electronic resource] :edited by Naomi Hodgson, Joris Vlieghe, Piotr Zamojski. - Cham :Springer International Publishing :2020. - ix, 171 p. :ill., digital ;24 cm. - Debating higher education: philosophical perspectives,v.32366-2573 ;. - Debating higher education: philosophical perspectives ;v.3..

1 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.

This 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.

ISBN: 9783030450199

Standard No.: 10.1007/978-3-030-45019-9doiSubjects--Topical Terms:

594340
Education, Higher
--Philosophy.

LC Class. No.: LB2322.2 / .P678 2020

Dewey Class. No.: 378.001

Post-critical perspectives on higher education = reclaiming the educational in the university /
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505 0 $a 1 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 $a This 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.
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