scholarly journals Derrida in the University, or the Liberal Arts in Deconstruction

2012 ◽  
Vol 42 (2) ◽  
pp. 49-66
Author(s):  
Colm Kelly
Keyword(s):  
Liberal Arts ◽  
Natural Sciences ◽  
Classical Liberal ◽  
Privileged Position ◽  
The Social ◽  
The University ◽  
Pure Research

Derrida’s account of Kant’s and Schelling’s writings on the origins of the modern university are interpreted to show that theoretical positions attempting to oversee and master the contemporary university find themselves destabilized or deconstructed. Two examples of contemporary attempts to install the liberal arts as the guardians and overseers of the contemporary university are examined. Both examples fall prey to the types of deconstructive displacements identified by Derrida. The very different reasoning behind Derrida’s own institutional intervention in the modern French university is discussed. This discussion leads to concluding comments on the need to defend pure research in the humanities, as well as in the social and natural sciences, rather than elevating the classical liberal arts to a privileged position.  

The Worldwide Instantiation of the University

2020 ◽  
pp. 21-42
Author(s):  
David John Frank ◽  
John W. Meyer
Keyword(s):  
Research Universities ◽  
Knowledge Society ◽  
Natural Sciences ◽  
Global Level ◽  
Global Knowledge ◽  
The Social ◽  
The World ◽  
World Class ◽  
The University ◽  
University Expansion

This chapter describes the multi-dimensional expansion of the university, focusing especially on its accumulating numbers and global diffusion. It stresses the transcendence and universalism of the university at the global level. It also analyzes how university expansion is expected to occur earlier and more fully in the global core than in the global periphery, in democracies than in dictatorships, in the natural sciences than in the social sciences or humanities, and in world-class research universities more than local teaching colleges. The chapter highlights the university as a global institution and the global knowledge society that arises upon it. It examines the spread of universities around the world and studies local instances of a general model that is a central point to sociological neo-institutional theory.

Conclusion

2021 ◽  
pp. 244-260
Author(s):  
Larry Abbott Golemon
Keyword(s):  
Best Practices ◽  
Public Engagement ◽  
Liberal Arts ◽  
Theological Education ◽  
Clergy Education ◽  
The Social ◽  
German Model ◽  
And Function ◽  
Pure Research

The conclusion argues that the historic preparation of the clergy for public engagement diminished significantly with the realignment of theological education with the modern university. Shifting from a liberal arts paradigm to a university model of specialization (academically and professionally) had the effects of (1) narrowing engagement with the social arenas of culture building, (2) shifting the nature of religious charisma and authority, (3) circumscribing the place and function of public oratory, (4) reshaping theology in relation to a generalized ideal of science, (5) developing new theologies that begin to marginalize confessional and ritual traditions, and (6) leading to the growing divide in the curriculum between the “pure research” of the German model verses the vocational pragmatism of the American approach. The book concludes with “best practices” from earlier clergy education that have much to offer contemporary reforms.

scholarly journals Trisyn-modellen – ulike forståelser av problemene

2021 ◽  
pp. 239-264
Author(s):  
Øystein Gullvåg Holter ◽  
Lotta Snickare
Keyword(s):  
Structural Analysis ◽  
Natural Sciences ◽  
Cultural Analysis ◽  
Social Analysis ◽  
Gender Imbalance ◽  
Small Problem ◽  
The Social ◽  
Leaky Pipeline ◽  
The University ◽  
Historical Profile

Abstract: The Triview Model – Three Views of a Problem Everyone knows that the top levels of academia are still often imbalanced, with more men than women. This is commonly described as an absence of women, or a «leaky pipeline» towards the top. But how is this imbalance understood and reflected upon? And what does the understanding of the problem of gender imbalance mean for the overall culture of the organization? This chapter looks at how gender and gendered differences are described and discussed at the University of Oslo’s Faculty of Mathematics and Natural Sciences, extending the social analysis (chapter 7) and the structural analysis (chapter 8) in the direction of discourse and cultural analysis, based on the very concrete main issue of the FRONT project: the top level imbalance. Why is it there? What do faculty staff and students say, about this? Three typical views appear in the FRONT material, and are presented and discussed: first, that the gender imbalance is not a problem, or only a small problem; second, that it is a problem, but mainly a women’s problem, and third, that it is a systemic problem. The chapter includes a historical profile of how these three views have developed and a discussion of how they work to hinder or help gender equality change in the organization.

Academic Glossolalia? Pentecostal Scholarship, Multi-Disciplinarity, and the Science-Religion Conversation

2005 ◽  
Vol 14 (1) ◽  
pp. 61-80 ◽  
Author(s):  
Amos Yong
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Science And Religion ◽  
Natural Sciences ◽  
First Century ◽  
Institutions Of Higher Education ◽  
The Social ◽  
Twenty First Century

AbstractAs more and more Pentecostal institutions of higher education are being transformed from liberal arts colleges to universities, an increasing number of degrees in the social and natural sciences are being offered. At the same time, Pentecostals working and teaching in science and religion departments have not been engaged in the science-and-religion conversation in any measurable way. This essay attempts to chart the prospects for such an engagement by way of entering into dialogue from a Pentecostal perspective with three recent publications. Throughout, the importance and necessity for Pentecostal presence in the science-and-religion discussion is emphasized, especially with an eye toward revitalizing Pentecostal education, scholarship, and praxis for life in the twenty-first century.

scholarly journals Cicero Versus Socrates: The Liberal Arts Debate in the 1960s at the University of Saskatchewan, Regina Campus

2003 ◽  
pp. 101-129
Author(s):  
James M. Pitsula
Keyword(s):  
General Education ◽  
Liberal Education ◽  
Liberal Arts ◽  
New Left ◽  
Political Movements ◽  
The Social ◽  
The Sixties ◽  
Student Power ◽  
The 1960S ◽  
The University

The liberal arts debate among the faculty at Regina Campus in the 1960s reflected the social and political movements of the day, especially the rise of student power and the New Left. At the same time, it revived a much older debate about the nature of liberal education, which historian Bruce Kimball traces back to the thought of Socrates and Cicero. Kimball’s typology of “orators” versus “philosophers” brings order and clarity to what otherwise appears as a jumbled mix of conflicting viewpoints. The “oratorical” tradition favors general education based on knowable truth as a means to prepare youth for responsible and active citizenship. The “philosophical” or “liberal-free” ideal emphasizes the freedom to search for truth, an eternal quest that never attains its goal, and has led to the dominance of scientific research and the fragmentation of knowledge. The “orators” lost the sixties debate, and the “liberal-free” ideal is now almost uncontested.

scholarly journals Civic University or University of the Earth? A Call for Intellectual Insurgency

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Mike Neary
Keyword(s):  
Higher Education ◽  
World Wide ◽  
Critical Appraisal ◽  
Natural World ◽  
Natural Sciences ◽  
The United Kingdom ◽  
The Earth ◽  
The Social ◽  
Political Struggles ◽  
The University

This article reviews an attempt to rejuvenate the concept of the civic university in the United Kingdom through the establishment of the Civic University Commission in 2018 by the UPP Foundation. This review is based on a critical appraisal of the concept of ‘civic’ on which the idea of the civic university relies. The review suggests another formulation for higher education: not the civic university but the university of the earth, built on a convergence of the social and natural sciences and Indigenous knowledges connected to world-wide progressive social movements and political struggles. The university of the earth supports an intellectual insurgency to deal with emergencies confronting humanity and the natural world.

scholarly journals MIECZYSŁAW KONOPACKI – THE OUTSTANDING POLISH HISTOLOGIST, ANATOMIST, AND FREEMASON ACTIVIST

2021 ◽  
Vol 74 (9) ◽  
pp. 2228-2231
Author(s):  
Waldemar Gniadek
Keyword(s):  
Secondary School ◽  
Social Activity ◽  
Vice President ◽  
Natural Sciences ◽  
Active Part ◽  
The Social ◽  
Political Activist ◽  
The Many ◽  
The University ◽  
Organization Of Science

This article presents the life and work of Professor Mieczysław Konopacki, a Polish physician, freemason, social and political activist. Mieczysław Konopacki was born in 1880 in Wieluń, a town with almost 800 years of history. After passing his secondary school-leaving examinations in 1899, he began his studies at the University of Warsaw. Thanks to his diligence and commitment to research, in 1903, he received the degree of candidate of all-natural sciences at the Imperial Warsaw University. In the same year, he was arrested by the Russian authorities for his involvement in developing education in the Polish countryside and forced to move to Cracow, where he began his studies at the Faculty of Medicine of the Jagiellonian University. In 1907, he married and moved to Lviv with his wife, who was also an embryologist. There, the couple began working at the Histology Department. Also, there, in 1911, Mieczysław Konopacki obtained his doctor’s degree in medicine. He was an extremely hard-working and broad-minded man. He was a member of many associations and international scholar organizations. He took an active part in many congresses and symposia. In independent Poland, Professor Konopacki was involved in the organization of science. He tried to compensate for the many years of neglect caused by the policy of the partitioners. In 1933 Professor Konopacki was elected Vice President of the Warsaw Branch of the Young Men’s Christian Association. Complementing the social activity of Professor Konopacki was his activity in the Grand National Lodge of Poland. He died in Warsaw on September 25, 1939, fatally struck by shrapnel from a German bullet.

scholarly journals Romeu Beltrão e o Boletim do Instituto de Ciências Naturais

2020 ◽  
Vol 42 ◽  
pp. e4
Author(s):  
Elgion Lucio da Silva Loreto ◽  
Karen Costa Soldi
Keyword(s):  
Nature Of Science ◽  
School Teacher ◽  
Scientific Journal ◽  
High School Teacher ◽  
Natural Sciences ◽  
Scientific Development ◽  
Graduate Studies ◽  
The Social ◽  
The University ◽  
Santa Maria

The Bulletin of the Institute of Natural Sciences of the Federal University of Santa Maria was a scientific journal, pub lished between 1962 and 1968. It represented a vehicle for research carried out at the Institute of Natural Sciences of the newly created Federal University of Santa Maria. The articles published addressed mainly the phytogeography and paleontology of the region. The main contributor and mentor of the journal was Prof. Romeu Beltrão, man of multiple interests. He was a doctor, historian, high school teacher, professor, writer, botanist, paleontologist. The pioneering "Bulletin" is discussed within the evolution of research and pos-graduate studies at the university in which it arises. We also discussed the potential of this material to address the Nature of Science, and how scientific development is tied to the social and historical conditions in which it is embedded.

The Nairobi Tradition of Literature

PMLA ◽  
2016 ◽  
Vol 131 (5) ◽  
pp. 1548-1551
Author(s):  
Godwin Siundu
Keyword(s):  
Nongovernmental Organizations ◽  
Research Agenda ◽  
Graduate Training ◽  
Natural Sciences ◽  
The Other ◽  
The Third ◽  
The Social ◽  
The Face ◽  
The One ◽  
The University

I Have Taught Literature at the University Of Nairobi Since 2009. Previously, I Taught at Masinde Muliro University and at Moi University. From my experience at the three universities, I can trace, in hindsight, two dominant influences on my knowledge of literature and expectations of how it ought to be conceived and taught. First is my graduate training at Moi University, in Kenya, and at the University of the Witwatersrand, in South Africa, where I was encouraged to see literature as a broad discipline that speaks to others in the humanities and in the social and natural sciences in terms of concerns, research methodology, and, especially, analytic tools. The second influence is the academic composition and orientation of the literature departments, as shaped by the politics of development. In the face of two competing forces—on the one hand, the Kenyan government and its preoccupation with development as an ideal and a pretext for de-emphasizing the teaching of some humanities disciplines and, on the other, the neoliberal political economy that gave rise to nongovernmental organizations' setting the scholarship research agenda in Kenya—literary academics seemed to be torn three ways: using the discipline and their knowledge of it to position themselves for government appointments, pursuing nongovernmental-organizations-funded research, or continuing to teach literature in the ways that they know. Those who chose the third option were also equipped with an institutional memory of the discipline as they were taught, the department, and its practices. Because, of these three groups, I have interacted the most with members of the third, my reflections here focus on them exclusively.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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