Beyond Neo-Liberalism: Higher Education in Europe and the Global Public Good

2013 ◽  
pp. 91-108 ◽  
Author(s):  
Barbara M. Kehm
2016 ◽  
Vol 6 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Genevieve G. Shaker ◽  
William M. Plater

Along with introducing the purpose and cohesion of the essays that form this special issue, we also wish to highlight the force on which all of these lofty hopes depend: educated students. Without question, the authors who wrote these essays understand and appreciate the importance of students, especially as the prepared and empowered agents of future actions that will be sustainably transformative in the conduct of their lives. In fact, students are so pervasively important to most discussions of higher education and the public good, including the UNESCO report, that they are often taken for granted in a rush to address institutional and faculty responsibilities. However, no student of any age or educational goal should ever be far from consideration. They are indeed fully present in the essays that comprise this issue of Higher Learning Research Communications.


2021 ◽  
Author(s):  
Futao Huang ◽  
Tsukasa Daizen ◽  
Lilan Chen ◽  
Kiyomi Horiuchi

2021 ◽  
pp. 209660832110096
Author(s):  
Daya Reddy

This work addresses the issue of scientific literacy and its connection to the responsibility of scientists in relation to public engagement. The points of departure are, first, the notion of science as a global public good, and, second, developments in the past few decades driven largely by the digital revolution. The latter lend a particular urgency to initiatives aimed at promoting scientific literacy. Arguments are presented for reassessing approaches to public communication. The particular example of genome editing is provided as a vehicle for highlighting the challenges in engagement involving the scientific community, policymakers and broader society.


2020 ◽  
Vol 2020 (192) ◽  
pp. 21-27
Author(s):  
Imani Fredricks‐Lowman ◽  
Natesha Smith‐Isabell

2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>


Author(s):  
Stephen M. Gardiner

Ethics is highly relevant to grand technological interventions into basic planetary systems on a global scale (roughly, “geoengineering”). Focusing on climate engineering, this chapter identifies a large number of salient concerns (e.g., welfare, rights, justice, political legitimacy) but argues that early policy framings (e.g., emergency, global public good) often marginalize these and so avoid important questions of justification. It also suggests that, since it is widely held that geoengineering has become a serious option mainly because of political inertia, there are important contextual issues, especially around the paradoxical question, “What should we do, ethically speaking, given that we have not done, and will continue not to do, what we should be doing?” Taking such issues seriously helps to explain why some regard geoengineering as ethically troubling and highlights the largely neglected threat of interventions that discriminate against future generations (“parochial geoengineering”). We should take seriously the risk that, far from being simply a welcome new tool for climate action, geoengineering may become yet another manifestation of the underlying problem.


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