scholarly journals Andragogical Epistemology and the Lacanian Discourse of the Hysteric: Learning Through Trauma, Trauma Through Learning

Paideusis ◽  
2020 ◽  
Vol 17 (2) ◽  
pp. 3-16
Author(s):  
Michael D. Berry
Keyword(s):  
Critical Thinking ◽  
Liberal Arts ◽  
Teaching Practice ◽  
Teaching Methodology ◽  
Liberal Arts Education ◽  
Post Secondary ◽  
Do No Harm ◽  
Definition Of ◽  
The University ◽  
The Relationship

Harm, this paper proposes, is a viable teaching objective. Presenting an andragogy of post secondary liberal arts education, this paper explores the relationship between critical thinking and subjective harm, arguing that subjective harm is an inevitable outcome of critical thinking practice. The author situates this teaching methodology within the discourse theory of psychoanalyst Jacques Lacan, positioning this critical thinking andragogy specifically within the Discourse of the Hysteric, which interrogates the institutionalized epistemology present in universities. Defining critical thinking as a subjective cognitive technique adjoined to reflexivity and reflective practice, this paper examines and refutes the university principle of primum non nocere (do no harm), arguing that it represents a logical incoherence in university principles. Semantically and conceptually examining the terminologies involved, the author contends that, to the extent that we accept the definition of “harm” found in the Discourse of the University, any teaching practice that valorizes critical thinking inevitably will, and should, be harmful.

Critical Thinking and Clear Writing

1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee
Keyword(s):  
Critical Thinking ◽  
Political Science ◽  
Liberal Arts ◽  
Writing Proficiency ◽  
Science Students ◽  
Writing Class ◽  
Voluntary Commitment ◽  
The University

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.

The Application of a Western-Style Liberal Arts Education Model in a Non-Western Environment

2016 ◽  
Vol 5 (1) ◽  
pp. 65-84
Author(s):  
Christian Etzrodt ◽  
Ronald Hrebenar ◽  
Michael Lacktorin ◽  
Don Nilson
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
English Language ◽  
Western Society ◽  
Degree Programs ◽  
Liberal Arts Education ◽  
International College ◽  
Education Model ◽  
University Level ◽  
The University

This essay investigates the need for and the challenges associated with the establishment of western style liberal arts education in a non-western nation. Two such programs in Japan are examined: Akita International University and Yamanashi Gakuin University’s International College of Liberal Arts or iCLA. The authors have been deeply involved in the establishment and administration of both of these all-English language liberal arts ba degree programs. The difficulty of establishing a liberal arts education curriculum in a country like Japan is explored by examining the cultural and institutional obstacles within the Japanese system of higher education. The two case studies are presented to highlight the establishment problems and subsequent successes of these programs in a nation with little tradition of liberal arts education at the university level. Finally, the questions of how to justify a liberal arts education program and how to design such a program are discussed by an examination of the utility of area studies as an organizing framework for liberal arts education in a non-western society.

Measuring the Effects of a Liberal Arts Education on the Perception of Poetry

1977 ◽  
Vol 14 (2) ◽  
pp. 125-135
Author(s):  
Howard Wainer ◽  
Peter Schofer
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
Educational Evaluation ◽  
Perceived Similarity ◽  
Liberal Arts Education ◽  
Relationship Of ◽  
The Relationship ◽  
Obscure Origin ◽  
Similarity Matrices

Ten poems of relatively obscure origin dealing with the relationship of a poet to his mistress were read and scored for perceived similarity by freshmen and senior engineering and literature majors. The resulting similarity matrices were analyzed using Carroll and Chang’s (1970) INDSCAL. The structure of the poetry is discussed as are the relative positions of the four subject groups in the person space. Implications of the methodology are discussed with respect to educational evaluation.

scholarly journals A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking

2021 ◽  
pp. 378-387
Author(s):  
Muhammad Akram ◽  
Anser Mahmood
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Correlation Study ◽  
Critical Thinking Skills ◽  
Teaching Context ◽  
Efl Teachers ◽  
Statistical Program ◽  
The University ◽  
The Relationship

A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.

scholarly journals Disenchantment and the Liberal Arts

2012 ◽  
Vol 42 (2) ◽  
pp. 67-78
Author(s):  
Robin Lathangue
Keyword(s):  
Critical Thinking ◽  
Liberal Arts ◽  
Arts Education ◽  
Political Liberalism ◽  
Liberal Arts Education ◽  
Liberal Neutrality ◽  
Arts Pedagogy

 This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word critical when it figures prominently in justifications for liberal arts pedagogy, as in “a liberal arts education should foster the capacity for critical thinking.” However, depending on the milieu in which “critical thinking” is habituated, the meaning of the term may degrade into a theoretical conformity and passive assent to established routines which are inevitably expressions of disapproval. This trajectory is described as disenchantment. Its origins are traced to representations of the intellectual as a distinctly secular creature and, in contemporary philosophical developments, associated with political liberalism—both of which, it is argued, are dominated by fear. Drawing on the recent Catholic “Communio” theology of David Schindler as a way to unveil the repressed theologies and hidden ontologies of liberal neutrality, the paper concludes with a brief examination of liberal arts scholarship that is increasingly open to various models of enchantment.  

scholarly journals Regverdiging van die sondaar: Martin Luther se teologiese definisie van die mens soos uiteengesit in die Disputatio de homine van 1536, stelling 32

2017 ◽  
Vol 73 (1) ◽  
Author(s):  
Gabriël M.J. Van Wyk
Keyword(s):  
Academic Career ◽  
Martin Luther ◽  
Protestant Reformation ◽  
The Face ◽  
The Subject ◽  
Essential Resource ◽  
Definition Of ◽  
The University ◽  
The Relationship ◽  
Theology And Philosophy

Disputations were a fixture of Martin Luther’s academic career. Luther participated regularly in disputations. It was an important communicative vehicle through which he developed and expressed his theology. The well-known 95 theses are a case in point. Luther’s career as a disputator was impressive. Several of his most influential disputations were explicitly intended for consideration by his academic and ecclesiastical colleagues, but the majority of his disputations took place as a curricular exercise at the University of Wittenberg. The purpose of these disputations was pedagogical and polemical. Luther deployed the same tools for his defence of proper doctrine that were at the centre of the Protestant reformation in the face of objections. The disputatio de homine is a systematic summary of Luther’s anthropology. It incorporates the doctrine of justification as the theological definition of man. It treats the subject within the context of the relationship between theology and philosophy, and reflects upon the new language of theology. The disputatio de homine provides an essential resource for the study of Luther’s anthropology and the doctrine of justification.

The Erosion of Critical Thinking Development in Post-Secondary Education

2015 ◽  
pp. 68-96
Author(s):  
Michael Robert Hepner
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Development Strategies ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
College Level ◽  
Post Secondary ◽  
History Of ◽  
Definition Of

A quick look at virtually any list of college-level learning outcomes will almost certainly uncover the desire to develop critical thinking skills. While prioritizing the development of critical thinking skills on campuses nationwide is a noble cause, issues quickly arise because the definition of critical thinking varies widely amongst the different disciplines, so this chapter provides a history of the idea of critical thinking in higher education, as well as various critical thinking development strategies and assessment instruments. This chapter also outlines the need for the academe to move from simply mentioning the development of critical thinking skills in various institutional documents to prioritizing such skills through the return of liberal education.

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