scholarly journals Speculating on the liberal arts: Exploring possible futures for humanities education

2021 ◽  
pp. 147402222110505
Author(s):  
Sean Steele
Keyword(s):  
Lived Experience ◽  
Liberal Arts ◽  
Small Scale ◽  
Community Of Learners ◽  
Post Secondary Education ◽  
Liberal Arts Education ◽  
Scale Reading ◽  
Post Secondary ◽  
Humanities Education ◽  
Speculative Design

The article draws on concepts from speculative design to explore an alternative educational group existing outside the boundaries of an accredited university. Inspired by the imaginative approach of speculative design, I propose a small-scale reading and discussion group as a pathway to explore possible futures open to aspects of humanities education. The concept aims to reposition elements of the humanities from within the degree-granting Canadian university space to engage the wider public through a network meant to ideally foster an interconnected community of learners. This rhizomatic network would provide avenues for those without the means, access, or desire to pursue post-secondary education in the humanities to engage in questions that are relevant to their lived experience. I use an inquiry-based model of learning to explore probable, plausible, and preferable futures for liberal arts education as a way to challenge some current modes of thinking and provoke further discussion and research.

scholarly journals The relational navigator: a pedagogical reframing of widening educational participation for care-experienced young people

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Penny Jane Burke ◽  
Claire Cameron ◽  
Emily Fuller ◽  
Katie Hollingworth
Keyword(s):  
Young People ◽  
Formal Education ◽  
Small Scale ◽  
Widening Participation ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Transitional Processes ◽  
Justice Theories ◽  
Pedagogical Relationship ◽  
Deficit Discourses

Young people in state care not only lose support, usually at 18 years of age, but also experience unequal participation in post-secondary education. This has raised concern about the importance of widening participation (WP) for care-experienced young people (CEYP). However, CEYP are often institutionally stigmatised and this could be worsened by WP interventions that are framed by deficit discourses. Weaving together social pedagogies and social justice theories, the article aims to reframe WP away from deficit discourses through recognition of the systemic, structural and cultural inequalities that most CEYP must navigate to access formal education. We introduce the concept of the relational navigator, in which a pedagogical relationship enables the navigator to ‘pilot’ through complex systems and transitional processes in collaboration with, and through ‘walking alongside’, the CEYP with respect to their lived contexts and experiences. This article draws from the reflections of WP navigators situated in two small-scale WP projects, one in an English museum and the other in an Australian university. Our analysis of the reflections of the WP project navigators is offered as a preliminary exploration of the potential the relational navigator as a way to shift deficit discourses and work towards a reframing of WP through a social pedagogical perspective.

scholarly journals The Significance of Post-secondary Education for Rural Women Enrolled in Liberal Arts Undergraduate Degrees

2012 ◽  
Vol 42 (3) ◽  
pp. 143-169
Author(s):  
Monique Frances Bourgeois ◽  
Dale Kirby
Keyword(s):  
Secondary Education ◽  
Rural Women ◽  
Liberal Arts ◽  
Social Constructionist ◽  
Degree Programs ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Push And Pull ◽  
Memorial University Of Newfoundland ◽  
Academic Year

The significance of post-secondary education is investigated for rural Newfoundland women enrolled in undergraduate liberal arts degree programs. Data collection for this research involved comprehensive, detailed semistructured biographical interviews with rural women studying liberal arts disciplines during the 2006–2007 academic year at Memorial University of Newfoundland. The data analyses drew on theories of experiential and embodied knowledge, social constructionist theories of gender and place, and research on women, rurality, and post-secondary education. The findings indicate that, overall, a liberal arts degree is a part of a search for a new home for the women interviewed. Images and experiences of life as women in rural Newfoundland act as forces that push and pull the women to and from their homes, with varying impact. Although the women were very pleased with their choice of a liberal arts major, for most this choice did not dominate the significance of enrolling in university.  

scholarly journals Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates

2012 ◽  
Vol 42 (3) ◽  
pp. 93-115 ◽  
Author(s):  
Kristyn Frank ◽  
David Walters
Keyword(s):  
Secondary Education ◽  
Postsecondary Education ◽  
Liberal Arts ◽  
College Graduates ◽  
University Graduates ◽  
Post Secondary Education ◽  
Post Secondary ◽  
College And University ◽  
Technical Programs ◽  
Arts Programs

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario.  

scholarly journals Post Neo-Liberalism and the Humanities: What the Repressive State Apparatus Means for Universities

2012 ◽  
Vol 42 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Emery J. Hyslop-Margison ◽  
Hugh A. Leonard
Keyword(s):  
Social Transformation ◽  
Public Spaces ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Political Role ◽  
Humanities Education ◽  
State Apparatus ◽  
Democratic Dialogue ◽  
The Impact ◽  
The Relationship

In this article we explore how neo-liberal and post neo-liberal policies threaten the humanities in post-secondary education as a potential site of democratic dialogue and social transformation. We distinguish between neo-liberalism and post neo-liberalism on the basis of the latter’s increased police suppression of democratic dissent. We are especially concerned with the impact of the repressive state apparatus on the critical public spaces traditionally provided by a humanities education. In response to this threat, we propose encouraging university faculty to assume a far more active political role in educating the general public on the relationship between the humanities and democratic societies.  

scholarly journals “I came to art school so I wouldn’t have to write...”: Creating New Contexts for Critical Writing in Post-Secondary Art and Design Education

1944 ◽  
Vol 7 (1) ◽  
Author(s):  
Christina Halliday
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
Design Education ◽  
Student Resistance ◽  
Liberal Arts Education ◽  
Critical Writing ◽  
Art And Design ◽  
Post Secondary ◽  
Institutional Contexts ◽  
Art School

This paper examines ideological and institutional contexts for liberal arts education at an art and design university as a means for understanding how critical writing is constructed by students and faculty as an interference to other creative practices students pursue as part of their art and design education. Observations of the form of assessment in art and design education known as critique, provides the basis for a reflection on how the pedagogy of critique, transposed to the liberal arts classroom, might serve to resist student resistance to learning to write critically.

scholarly journals Looking Beyond Institutional Boundaries: Examining Adults’ Experience of Choosing Online as Part of Their Post-Secondary Studies

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Kari Rasmussen
Keyword(s):  
Lived Experience ◽  
Online Courses ◽  
Educational Environment ◽  
Qualitative Approach ◽  
Human Being ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Moment ◽  
Institutional Boundaries ◽  
Previous Category

This research focused beyond the student, course, program, or institution by examining the conceptions of adults at the moment in time that they evaluated their choice to engage in furthering their post-secondary education by examining the possibilities provided through online learning. To capture their experience, not as students but as members of society, a practice of care framework, adapted from Tronto’s (1993) work, was utilized as a theoretical framework.  The use of this framework acknowledges that the practice of care is present in the lives of every human being and that each human being has received and/or provided care as part of their lived experience. A phenomenographical qualitative approach was the basis for the design of this project which allowed for the identification of the commonalities and variations of the described experience.  All described experiences illustrated the balancing of needs, wants, and responsibilities, these descriptions included recognition of care of one’s self, one’s family, and one’s community. The variation could be described as an expansion of the recognition of care, that is the focus of care expanded from self to family and then from family to community. This expansion occurred only in those described experiences that showed a strong conception of themselves within the previous category. The findings show that the choice to access online courses and/or programs provides possibilities for many adults that wish to continue their education but only if the educational environment can move away from its institutional centric perspective.

Renewing the Liberal Arts

2002 ◽  
Vol 14 (1) ◽  
pp. 1-24
Author(s):  
Oskar Gruenwald ◽  
Keyword(s):  
Lived Experience ◽  
Religious Experience ◽  
Real World ◽  
Liberal Arts ◽  
Literary Imagination ◽  
Moral Sense ◽  
Liberal Arts Education ◽  
The Third ◽  
Christian Worldview ◽  
Conceptual Foundations

This essay explores the conceptual foundations of C. S. Lewis' pilgrimage to a Christian worldview and its implications for Christian scholarship in the Third Millennium. C. S. Lewis' essential Christian worldview has three distinct yet complementary strands: The Tao, Natural Law, or the moral sense; the ecumenical inspiration of Mere Christianity; and the quest for truth and authentic values in the real world. These three strands converge in Lewis' own pilgrimage and witness to the immediacy and relevance of religious experience. Curiously, the reality and truth of the Christian vision finds eloquent exposition in Lewis' lucid prose In the recounting of this consummate storyteller, the Christian worldview emerges as both real and transcendental or "numinous," whose truth is found in historical evidences and lived experience. It is for this reason that Lewis is aptly called an apostle to the sceptics. Lewis' literary imagination thus provides inspiration for a Christian humanist paideia as propaedeutic to renew both liberal arts education and the culture of liberalism.

Considerations for the Direction of Mobility Humanities Education: Focused on Study Cases of the Mobility Humanities Education Center of Konkuk University

2021 ◽  
pp. 227-249
Author(s):  
Jooyoung Kim
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
Industrial Revolution ◽  
University Education ◽  
Liberal Arts Education ◽  
Humanities Education ◽  
Fourth Industrial Revolution ◽  
Life Long Learning ◽  
Humanistic Knowledge

This paper attempts to find ways to utilize the new mobilities paradigm in the field of education in Korea by presenting the case of the Mobility Humanities Education Center established by the Academy of Mobility Humanities of Konkuk University. Education of mobility humanities enables people to realize how mobility shapes and changes culture and the promotion of humanistic knowledge. This kind of education based on the mobility humanities can be valuable in convergence-based Liberal Arts education and life-long learning in this era when the Fourth Industrial Revolution has given rise to many conflicting ideas and considerations in the field of education.

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.

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