A Case Study of the Reception of Aristotle in Early Protestantism: The Platonic Idea of the Good in the Commentaries on the Nicomachean Ethics

2020 ◽  
Vol 43 (3) ◽  
pp. 41-69
Author(s):  
Alfonso Herreros
Keyword(s):  
Higher Education ◽  
Present Article ◽  
Moral Theology ◽  
Nicomachean Ethics ◽  
Christian Philosophy ◽  
Philosophical Ethics ◽  
Definition Of ◽  
Teaching In Higher Education

The present article examines the philosophical ethics of Protestants teaching in higher education during the sixteenth and seventeenth centuries and their reception of Aristotle’s Nicomachean Ethics, 1.6. Two theses are illustrated. First, the survey of fourteen commentaries shows clear parallels with the medieval interpretation of the Ethics, which the Protestant authors creatively expanded. Thus, the continuity of Protestantism with the earlier tradition of Christian philosophy is substantiated in this specific case for a representative group of authors. Second, over against the prejudices according to which Protestantism simply censured ethics and subsumed it into moral theology, this article shows that, in truth, Aristotle was still the fundamental philosophical reference in a topic as central as the definition of happiness, and that the Platonic “theological” alternative was not considered appropriate for a philosophical discipline.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

A Collaborative Cybersecurity Education Program

2022 ◽  
pp. 414-433
Author(s):  
Teemu J. Tokola ◽  
Thomas Schaberreiter ◽  
Gerald Quirchmayr ◽  
Ludwig Englbrecht ◽  
Günther Pernul ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Governance Structure ◽  
Strategic Partnership ◽  
Tool Support ◽  
European Collaboration ◽  
Definition Of ◽  
Content Reuse ◽  
Teaching In Higher Education

This chapter presents an implementation of a cybersecurity education program. The program aims to address some issues identified in current cybersecurity teaching in higher education on a European level, like the fragmentation of cybersecurity expertise or resource shortage, resulting in few higher education institutions to offer full degree programs. As a result of the Erasmus+ strategic partnership project SecTech, the program tries to overcome those issues by introducing collaborative development to cybersecurity education. SecTech lays the foundations for a collaborative education program, like the definition of a clear content, module and delivery structure, and the appropriate tool support to facilitate collaboration and content reuse. Additional effort is required to achieve long-term success, including the creation of a community that drives the content creation and maintenance, as well as an independent governance structure to steer the project in the long-term. While the project focuses on European collaboration, a global community is envisioned.

scholarly journals Engaging With Liminalities and Combating Toxicity

2018 ◽  
Vol 6 (3) ◽  
pp. 66-74
Author(s):  
Jessica Clare Hancock
Keyword(s):  
Higher Education ◽  
Academic Development ◽  
Training Needs ◽  
Teaching Staff ◽  
Identity Exploration ◽  
Self Compassion ◽  
Market Driven ◽  
Teaching In Higher Education ◽  
Doctoral Candidates

The nascent compassionate turn in education demonstrates the importance of contesting market-driven narratives of Higher Education. A key way to position compassion at the centre of Higher Education is through academic development. Compassion is particularly relevant to the training needs of PhD students who teach; they inhabit a liminal position, as both students and teachers. This is one of many stressors and difficulties they are likely to encounter whilst developing their professional identities, and so they are likely to benefit from a focus on both self-compassion and compassion for their own students. This case study describes a new course for doctoral candidates, ‘Establishing a Teaching Persona’, at a UK university; the training focuses on both compassion and identity to better prepare PhD students for teaching in Higher Education. In doing so, it also offers a consideration of the utility of compassion and identity exploration in academic development for all teaching staff in Higher Education.

scholarly journals Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice

2018 ◽  
Vol 2 (2) ◽  
pp. 106-114
Author(s):  
Gerry Gourlay ◽  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Power Sharing ◽  
Learning And Teaching ◽  
Student Leader ◽  
Teaching In Higher Education ◽  
Do So

In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

scholarly journals Pedagogical Innovation in Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 1-18
Author(s):  
Jae Major ◽  
Sandi Lynne Tait-McCutcheon ◽  
Robin Averill ◽  
Amanda Gilbert ◽  
Bernadette Knewstubb ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Pedagogical Innovation ◽  
Student Demographics ◽  
Working Definition ◽  
Technological Advances ◽  
Definition Of ◽  
Teaching In Higher Education ◽  
Innovation In Higher Education

Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.

A Collaborative Cybersecurity Education Program

2019 ◽  
pp. 181-200 ◽  
Author(s):  
Teemu J. Tokola ◽  
Thomas Schaberreiter ◽  
Gerald Quirchmayr ◽  
Ludwig Englbrecht ◽  
Günther Pernul ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Governance Structure ◽  
Strategic Partnership ◽  
Tool Support ◽  
European Collaboration ◽  
Definition Of ◽  
Content Reuse ◽  
Teaching In Higher Education

This chapter presents an implementation of a cybersecurity education program. The program aims to address some issues identified in current cybersecurity teaching in higher education on a European level, like the fragmentation of cybersecurity expertise or resource shortage, resulting in few higher education institutions to offer full degree programs. As a result of the Erasmus+ strategic partnership project SecTech, the program tries to overcome those issues by introducing collaborative development to cybersecurity education. SecTech lays the foundations for a collaborative education program, like the definition of a clear content, module and delivery structure, and the appropriate tool support to facilitate collaboration and content reuse. Additional effort is required to achieve long-term success, including the creation of a community that drives the content creation and maintenance, as well as an independent governance structure to steer the project in the long-term. While the project focuses on European collaboration, a global community is envisioned.

“Sell Your Bargains” or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education

2013 ◽  
pp. 131-145
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Mixed Reality ◽  
Learning Experience ◽  
Academic Development ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Virtual Spaces ◽  
Creative Experience ◽  
Teaching In Higher Education

This case study relates to a mixed-reality game that has been developed and used by the author in the area of Academic Development and specifically within the Learning and Teaching in Higher Education (LTHE) module of the Postgraduate Certificate in Academic Practice (PGCAP). The game aims to provide a highly immersive learning experience to the players and opportunities to enhance their teaching in more creative ways as a result of their engagement and participation. The author shares details about this mixed-reality game and the pedagogical rationale on which it is based with other practitioners. The following also explores how this approach could be adapted and used in different learning and teaching contexts to transform learning in Higher Education into a more playful and creative experience which has potentially the power to motivate and connect individuals and teams combining physical and virtual spaces.

scholarly journals Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

2020 ◽  
Vol 12 (7) ◽  
pp. 2925 ◽  
Author(s):  
Benjamin Nölting ◽  
Heike Molitor ◽  
Julian Reimann ◽  
Jan-Hendrik Skroblin ◽  
Nadine Dembski
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Full Potential ◽  
University Partnerships ◽  
Working Definition ◽  
Research And Teaching ◽  
Societal Needs ◽  
Definition Of

Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.

scholarly journals The Author’s Two Bodies: The Death of Qu Yuan and the Birth of Chuci zhangju 楚辭章句

T oung Pao ◽  
2019 ◽  
Vol 105 (3-4) ◽  
pp. 259-314
Author(s):  
Heng Du
Keyword(s):  
Present Article ◽  
Textual Production ◽  
The Creation ◽  
Textual Traditions ◽  
Chinese Texts ◽  
Definition Of ◽  
Two Bodies

AbstractWhile recent studies of early Chinese texts increasingly eschew the term “author,” the present article defends the utility of this term by proposing a generalizable framework for conceptualizing author claims. Using Qu Yuan as a case study, I demonstrate that the construction of the author, both historical and putative, uniquely contributes to the finalization—rather than the creation—of texts, transforming open and evolving textual traditions into closed and stabilized entities. The creation of the author thus stands at the threshold between textual production and reception, often serving as an indispensable condition for the latter. By applying this approach to the study of the Chuci zhangju, I offer a new definition of the textual strata within this compilation.

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