Higher education institutions have traditionally nurtured artistic and scientific development and served as catalysts for innovative ideas and products. However, contemporary discourse too often ...relegates the concept of innovation to the private sector, where the rhetoric of "disruption" frequently reduces innovation to economic terms. As a result, innovations that could benefit society instead exacerbate existing inequities, and the environmental factors that stimulate long-term innovative progress are neglected. "Creating a Culture of Mindful Innovation in Higher Education" offers a different vision by identifying the conditions that enable college and university administrators, faculty, and staff to promote an innovative institutional culture. Mindful innovation is defined through six central tenets: societal impact; the necessity of failure; creativity through diversity; respect for autonomy and expertise; thoughtful consideration for the dimensions of time, efficiency, and trust; and the incentivization of intrinsic motivation and progress over scare tactics and disruption. Michael Lanford and William G. Tierney offer a clearheaded analysis of the challenges and opportunities in creating a culture of mindful innovation and argue that the institutions that do so will be poised to lead entrepreneurial endeavors, scientific progress, and greater social equity in the twenty-first century.
Vocational education and training (VET) is an important part of education systems around the world. VET systems differ widely between countries in how programmes are designed and delivered.
Skills and Inequality studies the political economy of education and training reforms from the perspective of comparative welfare state research. Highlighting the striking similarities between ...established worlds of welfare capitalism and educational regimes, Marius R. Busemeyer argues that both have similar political origins in the postwar period. He identifies partisan politics and different varieties of capitalism as crucial factors shaping choices about the institutional design of post-secondary education. The political and institutional survival of vocational education and training as an alternative to academic higher education is then found to play an important role in the later development of skill regimes. Busemeyer also studies the effects of educational institutions on social inequality and patterns of public opinion on the welfare state and education. Adopting a multi-method approach, this book combines historical case studies of Sweden, Germany, and the United Kingdom with quantitative analyses of macro-level aggregate data and micro-level survey data.
Abstract
This article reports the results of an empirical study into the relationship between school leaders' experiences of contingency, and how they formulate goals and aims for the future of the ...children at their schools.
We distinguish between three ways of handling experiences of contingency: contingency denial, contingency acceptance, and contingency receiving. We expect that school leaders who have received new insights in their experiences of contingency (contingency receiving) formulate future aims more often than school leaders who have accepted or denied experiences of contingency. This hypothesis is based on the assumption that both contingency receiving and formulating aims are characterised by transcendental openness and an ethical orientation towards the good life.
The study consisted of qualitative interviews with 24 school leaders of primary schools in the Netherlands. The results confirm the hypothesis, and give insight into the complex relation between personal biography and professional identity in school leadership.
This open access book looks critically at how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and ...international levels. Written by leading scholars and practitioners based in Belgium, China, Columbia, Ethiopia, India, Lebanon, Mongolia, South Africa, the UK and the USA, the book introduces the reader to how such interactions play out through a series of case study examples drawn from across the globe. It explores education in all its forms and raises critical questions about its purpose and value in different low- and middle-income contexts and settings, in the context of migration. The contributors engage with the multiple reasons why people move, and also consider how people and societies are shaped not just by the movement of humans but also of ideas, concepts and values across different national and international contexts. The chapters cover a range of topics and themes including gender and feminisation, dignity, internal migration, migrant camps, museum pedagogies, migrant teachers and migrant identities. The book decentres dominant theories and ideas emerging in global north scholarship and prioritises empirical studies conducted in relation to low- and middle- income country contexts written by scholars from those contexts where possible.
This book explores the social conditions for valuing education and the limits of sociology in addressing this type of problem. It will appeal to readers interested in problems related to the ...different conditions for valuing schooling and those most directly concerned with the difficulties and limits of the social sciences. As the book argues, what is currently at stake in education is the need to specify and recognize the fundamentals and distinct logics. Its central idea is that the main limits and challenges refer to the conditions of autonomy of the social sciences in relation to the themes under study. These conditions tend to be even more challenging when dealing with themes and problems linked to higher social and cultural spheres and positions.
Happiness as an aim of education Kallová, Nikola
Human affairs (Bratislava, Slovakia),
04/2021, Letnik:
31, Številka:
2
Journal Article
Recenzirano
Odprti dostop
This paper explores happiness as an aim of education, particularly schooling. What role does happiness play in philosophy of education? How do critics view the aims of public schooling today and its ...relation to happiness? Is happiness embedded in the concept of education as an aim of education? The paper explores happiness—understood inclusively as a positive mental state—by examining the relevant literature from various disciplines. It looks briefly at critical views of current trends in public school practice and concludes that happiness is not a central concern in present public school practice. Turning to philosophy of education, the author finds that happiness has been considered in relation to the philosophical conception of the human self and consequently eudaimonia has been prioritized over hedonia. The paper concludes by proposing that happiness is an appropriate and valid aim of education and schooling based on the normative implications of the concept of education.
Selling Out Education argues that basing education policy on qualifications and learning outcomes-dramatized by the phenomenal expansion of qualifications frameworks-is misguided. Qualifications ...frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility.
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