東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Curriculum challenges for universiti...

Nyland, James.

FindBook

Google Book

Amazon

博客來

Curriculum challenges for universities = agenda for change /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Curriculum challenges for universities/ edited by James Nyland, David Davies.
其他題名:	agenda for change /
其他作者:	Nyland, James.
出版者:	Singapore :Springer Singapore : : 2022.,
面頁冊數:	xxix, 197 p. :ill. (some col.), digital ;24 cm.
內容註:	INTRODUCTION AND ACKNOWLEDGEMENTS -- CRITICAL THINKING AND ENGAGEMENT -- 1 Critical thinking for an engaged university -- 2 The university's social and civic role: time for an appraisal -- 3 The university as a public educator: learning and teaching for engagement -- 4 A crisis of knowledge: themes for an engaged university curriculum -- KNOWLEDGE AND CULTURE -- 5 Freedom through education: a promise postponed -- 6 Dancing in Nazareth: real knowledge beyond the boundary -- 7 A learning curriculum: exploring the professional doctorate of educational practice -- ENGAGEMENT AND DEMOCRACY -- 8 Academic and scholarly freedom: towards a 'disputing' university with critically engaged students -- 9 Ways of knowing: towards an ecology of learning and community -- 10 Towards a 21st century approach to civic engagement locally and globally: a conversation between Professor James Nyland and Professor Richard Teare -- THE FUTURE: SLOW BURN OR FAST FORWARD -- 11 The burning world: transformation and sustainability or apocalypse? -- 12 Indigenous knowledge in Australia: imagining a different society -- 13 The new normal after coronavirus: is there anyone here from education? -- CONCLUSION -- 14 Learning that matters.
Contained By:	Springer Nature eBook
標題:	Universities and colleges - Curricula. -
電子資源:	https://doi.org/10.1007/978-981-16-8582-8
ISBN:	9789811685828

Curriculum challenges for universities = agenda for change /
Curriculum challenges for universitiesagenda for change /[electronic resource] :edited by James Nyland, David Davies. - Singapore :Springer Singapore :2022. - xxix, 197 p. :ill. (some col.), digital ;24 cm.

INTRODUCTION AND ACKNOWLEDGEMENTS -- CRITICAL THINKING AND ENGAGEMENT -- 1 Critical thinking for an engaged university -- 2 The university's social and civic role: time for an appraisal -- 3 The university as a public educator: learning and teaching for engagement -- 4 A crisis of knowledge: themes for an engaged university curriculum -- KNOWLEDGE AND CULTURE -- 5 Freedom through education: a promise postponed -- 6 Dancing in Nazareth: real knowledge beyond the boundary -- 7 A learning curriculum: exploring the professional doctorate of educational practice -- ENGAGEMENT AND DEMOCRACY -- 8 Academic and scholarly freedom: towards a 'disputing' university with critically engaged students -- 9 Ways of knowing: towards an ecology of learning and community -- 10 Towards a 21st century approach to civic engagement locally and globally: a conversation between Professor James Nyland and Professor Richard Teare -- THE FUTURE: SLOW BURN OR FAST FORWARD -- 11 The burning world: transformation and sustainability or apocalypse? -- 12 Indigenous knowledge in Australia: imagining a different society -- 13 The new normal after coronavirus: is there anyone here from education? -- CONCLUSION -- 14 Learning that matters.

This book develops a progressive program of engagement with issues, problems and critical thinking which helps universities and students understand and engage with some of the key issues of our time. It focuses on curriculum concerns, and presents a sustained and critical analysis and dialogue about knowledge, culture and ways of seeing important issues. This book provides critical and analytical insights into the importance of the emergence of mass higher education into public awareness. It explores what is termed 'contested knowledge' as part of modern students' experiences and expectations. By broadcasting some of the future prospects for a democratic university, especially in relation to its communities, it highlights the need to grasp the significance of global change and instability in teaching and learning, and how an adequate curriculum in higher education can be constructed to address the issues that arise.

ISBN: 9789811685828

Standard No.: 10.1007/978-981-16-8582-8doiSubjects--Topical Terms:

718058
Universities and colleges
--Curricula.

LC Class. No.: LB2361 / .C87 2022

Dewey Class. No.: 378.199

Curriculum challenges for universities = agenda for change /
LDR:03157nmm a2200325 a 4500 001 2298609
003 DE-He213
005 20220301195927.0
006 m d
007 cr nn 008maaau
008 230324s2022 si s 0 eng d
020 $a 9789811685828 $q (electronic bk.)
020 $a 9789811685811 $q (paper)
024 7 $a 10.1007/978-981-16-8582-8 $2 doi
035 $a 978-981-16-8582-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2361 $b .C87 2022
072 7 $a JNM $2 bicssc
072 7 $a EDU015000 $2 bisacsh
072 7 $a JNM $2 thema
082 0 4 $a 378.199 $2 23
090 $a LB2361 $b .C976 2022
245 0 0 $a Curriculum challenges for universities $h [electronic resource] : $b agenda for change / $c edited by James Nyland, David Davies.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2022.
300 $a xxix, 197 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a INTRODUCTION AND ACKNOWLEDGEMENTS -- CRITICAL THINKING AND ENGAGEMENT -- 1 Critical thinking for an engaged university -- 2 The university's social and civic role: time for an appraisal -- 3 The university as a public educator: learning and teaching for engagement -- 4 A crisis of knowledge: themes for an engaged university curriculum -- KNOWLEDGE AND CULTURE -- 5 Freedom through education: a promise postponed -- 6 Dancing in Nazareth: real knowledge beyond the boundary -- 7 A learning curriculum: exploring the professional doctorate of educational practice -- ENGAGEMENT AND DEMOCRACY -- 8 Academic and scholarly freedom: towards a 'disputing' university with critically engaged students -- 9 Ways of knowing: towards an ecology of learning and community -- 10 Towards a 21st century approach to civic engagement locally and globally: a conversation between Professor James Nyland and Professor Richard Teare -- THE FUTURE: SLOW BURN OR FAST FORWARD -- 11 The burning world: transformation and sustainability or apocalypse? -- 12 Indigenous knowledge in Australia: imagining a different society -- 13 The new normal after coronavirus: is there anyone here from education? -- CONCLUSION -- 14 Learning that matters.
520 $a This book develops a progressive program of engagement with issues, problems and critical thinking which helps universities and students understand and engage with some of the key issues of our time. It focuses on curriculum concerns, and presents a sustained and critical analysis and dialogue about knowledge, culture and ways of seeing important issues. This book provides critical and analytical insights into the importance of the emergence of mass higher education into public awareness. It explores what is termed 'contested knowledge' as part of modern students' experiences and expectations. By broadcasting some of the future prospects for a democratic university, especially in relation to its communities, it highlights the need to grasp the significance of global change and instability in teaching and learning, and how an adequate curriculum in higher education can be constructed to address the issues that arise.
650 0 $a Universities and colleges $x Curricula. $3 718058
650 0 $a Education, Higher $x Social aspects. $3 540295
650 1 4 $a Higher Education. $3 898504
650 2 4 $a Educational Policy and Politics. $3 927935
650 2 4 $a Sociology of Education. $3 1001905
650 2 4 $a Curriculum Studies. $3 895988
700 1 $a Nyland, James. $3 3595321
700 1 $a Davies, David. $3 3595322
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-981-16-8582-8
950 $a Education (SpringerNature-41171)