Toward an Ethics for Being Educated

1998 ◽  
pp. 193-198
Author(s):  
Raymond Kolcaba
Keyword(s):  
Higher Education ◽  
Professional Literature ◽  
Knowing How ◽  
Love Of Learning ◽  
Regulative Ideal ◽  
Self Knowledge ◽  
The Mind ◽  
Educated Person

The regulative ideal of being educated is construed through features associated with the conduct and aspirations of faculty in higher education. These features include autonomy of mind and its presuppositions in self-knowledge and ability to inquire. These features as well cover having the identity of an educated person, implying evaluation of the products of the mind in logic and language, motivation to maintain an education, and the deep convictions and attitudes characteristic of the academic, humanist, and scientist. Finally, these features encompass knowing how to apply professional methods in reading and evaluating professional literature, identifying what is potentially educative, seeking a deepening of values through value inquiry, and the application of values in a constructive manner. However, the most promising motivation is commitment to oneself. Other motivators, such as love of learning and curiosity, will be transitory. Commitment can be to prescriptions based on the features associated with the regulative ideal. These prescriptions would in turn comprise a rudimentary ethics for being educated.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

Liberate our Library: doing decolonisation work at Goldsmiths Library

2020 ◽  
Vol 45 (4) ◽  
pp. 148-154
Author(s):  
Marilyn Clarke
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Study Skills ◽  
Racial Inequality ◽  
Ngugi Wa Thiong'o ◽  
The Self ◽  
Hierarchical Systems ◽  
Special Issue ◽  
Race Theory ◽  
The Mind

Library work now has a role to play when it comes to decolonisation. This article outlines what Goldsmiths Library, University of London is doing, through the Liberate our Library initiative, to diversify and decolonise its collections and practices against the backdrop of worldwide movements for education and social justice led by both students and academics to challenge the dominance of the ‘Westernised university’.2Examples of how we are doing this work are explained using critical librarianship as our guide, whilst recognising that we are still developing expertise in this evolving field of practice. This decolonisation work also uses critical race theory (CRT) as a means to dismantle racial inequality and its impact on higher education.Here, I would like to acknowledge the excellent and inspirational content of ALJ, Critical Librarianship: Special Issue (v.44, no.2) and I see this article as an ongoing companion piece.Goldsmiths Library's liberation work endeavours to empower its users with critical thinking and study skills whilst conducting their research using hierarchical systems and resources which in themselves are in the process of being decolonised.Decolonising a library collection and a profession must of course always begin or at least happen in tandem with the self, through a process that Kenyan author Ngũgĩ wa Thiong'o describes as ‘decolonising the mind.’3

Self-Knowledge

2021 ◽  
pp. 179-193
Author(s):  
Mattia Riccardi
Keyword(s):  
Traditional Conception ◽  
Reliable Source ◽  
Third Person ◽  
Self Knowledge ◽  
The Mind

This chapter is concerned with Nietzsche’s scepticism about introspective knowledge. More precisely, it is claimed that Nietzsche rejects the traditional conception of introspective self-knowledge as something that is direct and privileged. To the contrary, he argues that self-knowledge is interpretive, for it is obtained by applying to oneself the same folk-psychological framework we apply in order to read the mind of other people. Furthermore, and relatedly, Nietzsche claims that introspective self-knowledge involves a falsification of what we actually think and do. Finally, it is argued that Nietzsche does not conclude from this that self-knowledge is impossible, but rather that third-person psychological and genealogical inquiry about oneself is a more reliable source of self-knowledge than introspection.

Who Do You Think You Are?

2020 ◽  
pp. 51-57
Author(s):  
Nicolas Bommarito
Keyword(s):  
The Self ◽  
What Works ◽  
Special Challenge ◽  
Self Knowledge ◽  
The Individual ◽  
The Mind ◽  
Tools And Methods

This chapter explores self-knowledge, which is critical for solving the practical problems involved in getting through life. An awareness of your own quirks, character, and preferences is important for figuring out what works for you. However, self-knowledge is also tricky because it is especially elusive. People commonly learn about themselves only indirectly; often it is only by reading the reactions of others that people can see how harsh, kind, or annoying they are. It is also because when trying to know the self, the thing the individual is trying to see is the very thing that does the looking. Buddhism offers many evocative images to illustrate this special challenge: Just as a knife cannot cut itself, the mind cannot be directed toward itself. This makes knowing the self, especially in a deep way, an especially difficult task. Knowing the self thus requires special kinds of tools and methods. The chapter then considers the concept of Buddha Nature.

Where do research and practice meet? Developing a discipline

ReCALL ◽  
1998 ◽  
Vol 10 (1) ◽  
pp. 7-12 ◽  
Author(s):  
Nina Garrett
Keyword(s):  
Higher Education ◽  
Negative Answer ◽  
Theoretical Research ◽  
Professional Lives ◽  
Research And Practice ◽  
The Mind

The topic of EUROCALL '97, ‘Where research and practice meet’, is perhaps the most provocative and complex one in all of higher education. It would be interesting to recast the assertion that EUROCALL '97 is where research and practice meet as a more probing question: Where do research and practice meet? Unarguably, yes, at this conference: our program – the variety of presentations on practice, and on the research done on practice, and on theoretical research and the nature of research – makes that clear. But it is not only at this yearly gathering; research and practice also meet in the organization of EUROCALL, and for many of us in our daily professional lives. But we could push the question further and ask: do research and practice meet regularly and inherently in the profession of CALL? In the multimedia classroom or language center? In our materials? In cyberspace? in the mind of the learner? To most of those questions we would probably have to give, reluctantly, a negative answer.

WHY DO YOU WANT ME TO LEARN CONNECTIVELY BUT TEST ME INDIVIDUALLY? SOCIALLY EMBEDDED LEARNING AT THE UNIVERSITY

2018 ◽  
Vol 1 ◽  
pp. 39-56
Author(s):  
Lidia Bielinis
Keyword(s):  
Higher Education ◽  
Learning Processes ◽  
Mind Maps ◽  
The Mind ◽  
The University

Connectivism concept introduced by George Siemens seems to be accurate when considering current-learning processes in higher education. The author emphasises the role of socially embedded learning that can take place out of human bodies, in devices. The main aim of this work was to analyse students’ and academic teacher’s experiences related to cooperating through a network and creating mind maps as a result of learning in the frame of the conducted course at the University. The data was collected during the course through Mentimeter tool, which enabled the author to learn students’ opinions, reflections and associations related to the process of working on electronic mind maps. Students were also asked to write reflective essays where they described their experiences associated to the mind map that were significant from the perspective of learning at the University. The results of the analysis were presented below.

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