By James Arthur, Karen Bohlin
What are the tasks of the collage to society and its groups? What are the virtues of college schooling? What are the university's moral duties to its scholars? The function of citizenship and civic accountability in better schooling is a hugely contested but the most important part of any attention of the position of collage in society.This ebook deals considerate insights into this position, outlining the highbrow and functional tensions and pressures which come to undergo upon better schooling associations. broad ranging in scope, it bargains views from British, ecu, Canadian and North American academic environments. Citizenship and better schooling will end up stimulating analyzing for somebody curious about the ethics of schooling and the university's position in society - together with educationalists, researchers, sociologists and policy-makers.
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Additional resources for Citizenship and Higher Education: The Role of Universities in Community and Society (Key Issues in Higher Education)
These are schools that ‘are unified, disciplined, and consistent in what they expect of adults and offer students’. By contrast, ‘weak and less coherent schools are hesitant to impose expectations that… students or interest group representatives object to. Most are reluctant to engage topics that can become controversial and often content themselves with formulaic celebrations of ethnic and cultural customs. Stronger, more coherent schools regard diversity as a topic of respectful but serious conversation, not a source of distinctive rights.
UNIVERSITIES OF CHARACTER? 37 the deepest questions, call upon our students to stretch their minds, to think about the relationship of our subject—whatever it may be—to questions of ultimate purpose and meaning. Speaking boldly of such matters, not to indoctrinate but to challenge, is surely one of the essentials of effective teaching. It can occur only in a setting where there is a shared understanding that such questions are legitimate and important. ‘Education for life’ is surely what we who love to teach think that we are about.
This is why ‘post-modernism’ is so destructive of a central value of the university’s mission, with its mocking detachment from the search for truth. This is also why the exaltation of ‘theory’ in the humanities has succeeded in chasing away so many students who simply love poetry or novels for the direct experience of reality which they offer the attentive reader. And this is why, finally, we cannot accept Weber’s famous claim that Wissenschaft must be valuefree. It is a false accusation, which we have been too ready to accept, on the part of those who mock rooted convictions that ‘real science’ cannot be done by believers, that faith imposes a darkness on the mind.