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24719 results in Education

Page 112 of 1236

The Liberal Arts Paradox in Higher Education
  • Negotiating Inclusion and Prestige
  • Kathryn Telling
  • Published by:
    Bristol University Press
    Published online:
    18 January 2024
    Print publication:
    28 April 2023
  • By examining the emergence and growth of liberal arts degrees in English higher education, this book tackles one of the key issues in the critical sociology of higher education: the relationship between selective education and elitism.

Decolonizing Education for Sustainable Futures

  • From Pseudo to Genuine Sustainability Education: Ecopedagogy and Degrowth in Business Studies Courses

  • Helen Kopnina, Timothy Bedford
  • Journal:
    Australian Journal of Environmental Education / Volume 40 / Issue 3 / June 2024
    Published online by Cambridge University Press:
    18 January 2024, pp. 574-587
    • Article
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  • This article surveys critical scholarship that links the literature on sustainable business education and education for sustainable development goals (ESDG). It is assumed that ESDG is desirable in the business curriculum. However, it is argued here that ESDG erroneously fosters the illusion of successfully combining economic growth, social justice, and environmental protection, foregrounding “sustained and inclusive economic growth”, which is often dependent on the increased consumption of natural resources. ESDG rarely addresses industrial expansion that jeopardizes the opportunity for the resolution of environmental crises, ignoring the intrinsic value of nonhuman species and ecosystems and masking the root causes of unsustainability. ESDG places heavy emphasis on economic and social aspects of sustainability, at the cost of the environment. By contrast, some earlier forms of environmental education recognize the limits to growth and emphasize environmental integrity as a foundation for both social and economic activity. This article emphasizes the need to re-orientate ESDG towards genuine sustainability of ecopedagogy in the context of business education, emphasizing transformative business models based on degrowth, circular economy, and steady-state economy. It is argued that a more explicit pedagogical re-orientation towards the recognition of planetary boundaries, as well as toward a less anthropocentric focus is needed.

  • 7 - The Rise of a Liberal University

  • from Part IV - History
  • Brendan Apfeld, University of Texas, Austin, Emanuel Coman, Trinity College, Dublin, John Gerring, University of Texas, Austin, Stephen Jessee, University of Texas, Austin
  • Book:
    A Liberal Education
    Published online:
    28 February 2024
    Print publication:
    18 January 2024, pp 167-217

  • Summary

    This chapter begins with a thumbnail sketch of the history of universities. The rest of the chapter focuses on the modern era (1789–), where we home in on particular aspects of our topic: intellectuals, university faculty, student activism, university communities, and university graduates. In each section we try to ascertain historical patterns. When did universities become more liberal than the societies they are situated within, and how much more liberal are they today?

  • 6 - Mechanisms

  • from Part III - Extensions
  • Brendan Apfeld, University of Texas, Austin, Emanuel Coman, Trinity College, Dublin, John Gerring, University of Texas, Austin, Stephen Jessee, University of Texas, Austin
  • Book:
    A Liberal Education
    Published online:
    28 February 2024
    Print publication:
    18 January 2024, pp 147-164

  • Summary

    This chapter focuses on causal mechanisms. What aspect(s) of the university experience generates liberalizing effects? We begin by introducing three mechanisms that seem to promise broad applicability: economics, empowerment, and socialization. We argue that the latter offers the most compelling explanation. However, this is a difficult claim to establish empirically. In the concluding section, we discuss the difficulty of reaching a determination on the question of mechanisms, noting the many methodological obstacles that stand in the way.

  • Afterword

  • Brendan Apfeld, University of Texas, Austin, Emanuel Coman, Trinity College, Dublin, John Gerring, University of Texas, Austin, Stephen Jessee, University of Texas, Austin
  • Book:
    A Liberal Education
    Published online:
    28 February 2024
    Print publication:
    18 January 2024, pp 268-275

  • Summary

    This short Afterword focuses on the American university, which has become an epicenter of partisan combat in recent years. We show that although a university education may have greater impact on social and political attitudes in the US, that impact does not conform to the expectations of conservative critics.

  • 5 - Nuances

  • from Part III - Extensions
  • Brendan Apfeld, University of Texas, Austin, Emanuel Coman, Trinity College, Dublin, John Gerring, University of Texas, Austin, Stephen Jessee, University of Texas, Austin
  • Book:
    A Liberal Education
    Published online:
    28 February 2024
    Print publication:
    18 January 2024, pp 115-146

  • Summary

    This chapter explores nuances; for example, the size of the causal effects; heterogeneous effects across different research designs, specifications, and samples; potential moderators; the effect of university attendance on partisan identity; and the aggregation of individual-level effects to societal levels.

  • 10 - Synthesis

  • from Part V - Conclusions
  • Brendan Apfeld, University of Texas, Austin, Emanuel Coman, Trinity College, Dublin, John Gerring, University of Texas, Austin, Stephen Jessee, University of Texas, Austin
  • Book:
    A Liberal Education
    Published online:
    28 February 2024
    Print publication:
    18 January 2024, pp 253-267

  • Summary

    This is our attempt to put the previous chapters together in a coherent fashion. With that objective, we recapitulate the main arguments and survey the evidence. We begin by delving into the history of the university. Next, we examine evidence pertaining to the university’s effect on social and political attitudes, revisiting Part II of the book. In the third section, we address some of the nuances connected to those findings as well as the mechanisms at work, presented in Part III of the book. The final section takes a wide-angle view of our subject, speculating on the overall impact of universities on societies in the modern era, which we characterize as “soft power.”

Page 112 of 1236