Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organisation of higher education at different levels.
Auteur
Gunnlaugur Magnússon is Associate Professor of Education at the Department of Education at Uppsala University, Sweden, and a Post-Doctoral Fellow at the Department of Education at the University of Oslo, Norway. His research interests regard education reforms, political ideals and ideologies of education, education policy, and philosophy of education.
Johannes Rytzler is a Senior Lecturer at The School of Education, Communication and Culture at Mälardalen University, Sweden. He is particularly interested in analyzing educational concepts and phenomena at the intersection of Pedagogy and Didaktik.
Texte du rabat
Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels.
This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education.
Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars, and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.
Contenu
*Acknowledgements * Preface Introduction *The Importance of Teaching *A Pedagogical Theory of Teaching in Higher Education
The Structure of the Book
An Invitation Part 1: The Current Paradigms of Higher Education
Chapter 1 Shifting Views on Higher Education *The University From Public Good to Private Good The Commodification of Higher Education The Educationalization of Social and Political Problems Learnification of Education *Concluding Remarks Chapter 2 Policy Matters *Education Policy and the Bologna Process A Theoretical View on Education Policy The Bologna Process as Education Policy The Pedagogies of the Bologna Process *Concluding Remarks Chapter 3 University pedagogy, the Bologna Process, and Constructive Alignment *University Teaching and University Pedagogy *The "Problem" of Pedagogical Competence
Constructive Alignment as the Answer to the Bologna Process
A Critical Perspective on Constructive Alignment *
Constructive Alignment and the Politics of Higher Education
Concluding Remarks Part 2: Reconnecting Higher Education and Pedagogy
Chapter 4 Forgotten Connections: The Central Questions of Pedagogy *The Concept of Teaching and its Pedagogical Roots To Formulate the Principles of Pedagogy *Concluding Remarks Chapter 5 Rancière's Pedagogical Paradox and the Response of Didaktik *Teaching as an Emancipatory Practice Rancière's Paradox: the Explanatory Dead End of Teaching Taking Teaching Seriously with Didaktik Mollenhauer meets Rancière A Rancièrian Notion of Didaktik *Concluding Remarks Chapter 6 The Morphology of Teaching: Troubling Didaktik with Relational Philosophy *Embracing the Dilemmas of an Educational Relation The Violence of Teaching Teaching as a Call from (and Listening to-) the Other Towards an ethics of the educational relation. A Morphological Twist. *In and Out of the Womb of Education
Concluding Remarks
Part 3: Towards a Theory of Teaching in Higher Education
Chapter 7 Existential Risks and Transformative Potentials *A Pedagogy of Teacher Education Teacher Education as the Reproduction of Disappointment The Education of Education - an Enigma Wrapped in a Riddle *Concluding Remarks
Chapter 8 Rethinking the Paradoxes of Teacher Education with Didaktik *Teacher Students as Spectators or Participants? The Ontological and Epistemological Underpinnings of the School The Transformative Potentials of Didaktik The Teaching is the Teaching: Teacher Education and Rancière Didaktik as the Deconstruction of a Pedagogical Paradox *Concluding Remarks Chapter 9 Rethinking University Pedagogy *The University as Pedagogical Form/Filter Study as an Amalgam of Teaching and Learning Didaktik and Bringing about the Practice of Study A Didaktik Approach to University Pedagogy *Concluding Remarks: The Practice of University Pedagogy