Disrupting higher education curriculum :: undoing cognitive damage /
Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of h...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, The Netherlands :
Sense Publishers,
[2016]
|
| Schriftenreihe: | Constructing knowledge ;
v. 13. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. |
| Beschreibung: | 1 online resource (xvii, 309 pages) : illustrations 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789463008969 9463008969 |
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| 245 | 0 | 0 | |a Disrupting higher education curriculum : |b undoing cognitive damage / |c edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b Sense Publishers, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource (xvii, 309 pages) : |b illustrations | ||
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| 490 | 1 | |a Constructing knowledge: curriculum studies in action ; |v volume 13 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed September, 05, 2017). | |
| 505 | 0 | |a TABLE OF CONTENTS; PREFACE; A NOTE ON THE PEER REVIEW PROCESS; REFERENCES; ACKNOWLEDGEMENTS; LIST OF ABBREVIATIONS; LIST OF TABLES AND FIGURES; TABLES; FIGURES; PART ONE: PHILOSOPHICAL MUSINGS; 1. UNDOING COGNITIVE DAMAGE; INTRODUCTION: THE ENCHANTED LOOM; (Re)presenting the Human Brain; The Brain; Cognitive Damage in the Absence of Physiological Damage; COGNITIVE DAMAGE: AN ETERNAL DOOM?; Cognitive Damage Explained; Discourse, Representation, Reality and Cognitive Damage; Ideology, Hegemony and Cognitive Damage; UNDOING COGNITIVE DAMAGE: A CHANCE TO BLOOM?; THE ARCHITECTURE OF THIS ANTHOLOGY | |
| 505 | 8 | |a What Is It to Interpret a History of Violence and Use It without Accusation or Excuse within the Broadest Interpretation of the Academy?Why Is National Liberation Not a Revolution?; How Do We Combat the Anthropocene?; REFERENCES; 3. 'SENSING' THE CURRICULUM: The Role of Aesthetics in Higher Education; INTRODUCTION; WHAT CAN A CURRICULUM DO?; DEVELOPING CRITICAL CAPACITY; MAKING A WORLD SAFE FOR THE CURRICULUM; CONSTRAINED CHANGE WITHIN THE FINITE; THE MEDIUM OF THE UNIVERSITY; AESTHETIC RELOCATION; CONCLUSION; NOTES; REFERENCES | |
| 505 | 8 | |a 4. RE-HUMANISING THE CURRICULUM IN A NON-AESTHETIC EMBODIED SOCIETYINTRODUCTION; DEFINING CURRICULUM POWERS; THE INTELLECTUAL SERVANTS; SUPERHUMANS AND POSTHUMANS; NON-DUALISM, UBUNTU AND EASTERN PHILOSOPHIES; CONCLUSION; NOTES; REFERENCES; 5. VISUAL COGNITION AND THE STRUGGLE FOR THE SOUL OF ARCHITECTURE; INTRODUCTION; THE PROCESS OF TRANSMISSION OF ARCHITECTURAL IDEAS; TEACHING THE CONVENTIONS OF SPACE AND FORM; The Egyptian Concept of Heaven and Earth; The South African Homestead; THE DICHOTOMY OF MODERNISM; STRUCTURALISM VS POST-STRUCTURALISM; THE RISE OF ARCHITECTURAL HISTORY | |
| 505 | 8 | |a HOUSE FORM AND CULTUREJENKS' SIX TRADITIONS; UNCHANGING PATTERNS OF EDUCATION; CONCLUDING THOUGHTS; REFERENCES; 6. THE ILLUSION OF SOLID AND SEPARATE THINGS: Troublesome Knowledge and the Curriculum; SECTION ONE; Non-separation Is Not New; But the Problem Is ... ; Unpacking the Illusion; The Fact of One and the Appearance of Two; What Has This Got to Do with Learning?; SECTION TWO; Shifting the Gaze; Troublesome Knowledge; CONCLUSION; NOTES; REFERENCES; 7. DE-PATHOLOGISING HIGHER EDUCATION CURRICULUM; INTRODUCTION; RELATIONSHIP OF LABOURING AFFINITIES | |
| 520 | 8 | |a Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. | |
| 650 | 0 | |a Education, Higher |x Curricula. | |
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| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Samuel, Michael Anthony, |e editor. | |
| 700 | 1 | |a Dhunpath, Rubby, |e editor. | |
| 700 | 1 | |a Amin, Nyna, |e editor. | |
| 700 | 1 | |a Dhunpath, Rubby. | |
| 700 | 1 | |a Amin, Nyna. | |
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| 830 | 0 | |a Constructing knowledge ; |v v. 13. |0 http://id.loc.gov/authorities/names/no2012149238 | |
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| contents | TABLE OF CONTENTS; PREFACE; A NOTE ON THE PEER REVIEW PROCESS; REFERENCES; ACKNOWLEDGEMENTS; LIST OF ABBREVIATIONS; LIST OF TABLES AND FIGURES; TABLES; FIGURES; PART ONE: PHILOSOPHICAL MUSINGS; 1. UNDOING COGNITIVE DAMAGE; INTRODUCTION: THE ENCHANTED LOOM; (Re)presenting the Human Brain; The Brain; Cognitive Damage in the Absence of Physiological Damage; COGNITIVE DAMAGE: AN ETERNAL DOOM?; Cognitive Damage Explained; Discourse, Representation, Reality and Cognitive Damage; Ideology, Hegemony and Cognitive Damage; UNDOING COGNITIVE DAMAGE: A CHANCE TO BLOOM?; THE ARCHITECTURE OF THIS ANTHOLOGY What Is It to Interpret a History of Violence and Use It without Accusation or Excuse within the Broadest Interpretation of the Academy?Why Is National Liberation Not a Revolution?; How Do We Combat the Anthropocene?; REFERENCES; 3. 'SENSING' THE CURRICULUM: The Role of Aesthetics in Higher Education; INTRODUCTION; WHAT CAN A CURRICULUM DO?; DEVELOPING CRITICAL CAPACITY; MAKING A WORLD SAFE FOR THE CURRICULUM; CONSTRAINED CHANGE WITHIN THE FINITE; THE MEDIUM OF THE UNIVERSITY; AESTHETIC RELOCATION; CONCLUSION; NOTES; REFERENCES 4. RE-HUMANISING THE CURRICULUM IN A NON-AESTHETIC EMBODIED SOCIETYINTRODUCTION; DEFINING CURRICULUM POWERS; THE INTELLECTUAL SERVANTS; SUPERHUMANS AND POSTHUMANS; NON-DUALISM, UBUNTU AND EASTERN PHILOSOPHIES; CONCLUSION; NOTES; REFERENCES; 5. VISUAL COGNITION AND THE STRUGGLE FOR THE SOUL OF ARCHITECTURE; INTRODUCTION; THE PROCESS OF TRANSMISSION OF ARCHITECTURAL IDEAS; TEACHING THE CONVENTIONS OF SPACE AND FORM; The Egyptian Concept of Heaven and Earth; The South African Homestead; THE DICHOTOMY OF MODERNISM; STRUCTURALISM VS POST-STRUCTURALISM; THE RISE OF ARCHITECTURAL HISTORY HOUSE FORM AND CULTUREJENKS' SIX TRADITIONS; UNCHANGING PATTERNS OF EDUCATION; CONCLUDING THOUGHTS; REFERENCES; 6. THE ILLUSION OF SOLID AND SEPARATE THINGS: Troublesome Knowledge and the Curriculum; SECTION ONE; Non-separation Is Not New; But the Problem Is ... ; Unpacking the Illusion; The Fact of One and the Appearance of Two; What Has This Got to Do with Learning?; SECTION TWO; Shifting the Gaze; Troublesome Knowledge; CONCLUSION; NOTES; REFERENCES; 7. DE-PATHOLOGISING HIGHER EDUCATION CURRICULUM; INTRODUCTION; RELATIONSHIP OF LABOURING AFFINITIES |
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| publisher | Sense Publishers, |
| record_format | marc |
| series | Constructing knowledge ; |
| series2 | Constructing knowledge: curriculum studies in action ; |
| spelling | Disrupting higher education curriculum : undoing cognitive damage / edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. Rotterdam, The Netherlands : Sense Publishers, [2016] ©2016 1 online resource (xvii, 309 pages) : illustrations 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Constructing knowledge: curriculum studies in action ; volume 13 Includes bibliographical references and index. Online resource; title from PDF title page (EBSCO, viewed September, 05, 2017). TABLE OF CONTENTS; PREFACE; A NOTE ON THE PEER REVIEW PROCESS; REFERENCES; ACKNOWLEDGEMENTS; LIST OF ABBREVIATIONS; LIST OF TABLES AND FIGURES; TABLES; FIGURES; PART ONE: PHILOSOPHICAL MUSINGS; 1. UNDOING COGNITIVE DAMAGE; INTRODUCTION: THE ENCHANTED LOOM; (Re)presenting the Human Brain; The Brain; Cognitive Damage in the Absence of Physiological Damage; COGNITIVE DAMAGE: AN ETERNAL DOOM?; Cognitive Damage Explained; Discourse, Representation, Reality and Cognitive Damage; Ideology, Hegemony and Cognitive Damage; UNDOING COGNITIVE DAMAGE: A CHANCE TO BLOOM?; THE ARCHITECTURE OF THIS ANTHOLOGY What Is It to Interpret a History of Violence and Use It without Accusation or Excuse within the Broadest Interpretation of the Academy?Why Is National Liberation Not a Revolution?; How Do We Combat the Anthropocene?; REFERENCES; 3. 'SENSING' THE CURRICULUM: The Role of Aesthetics in Higher Education; INTRODUCTION; WHAT CAN A CURRICULUM DO?; DEVELOPING CRITICAL CAPACITY; MAKING A WORLD SAFE FOR THE CURRICULUM; CONSTRAINED CHANGE WITHIN THE FINITE; THE MEDIUM OF THE UNIVERSITY; AESTHETIC RELOCATION; CONCLUSION; NOTES; REFERENCES 4. RE-HUMANISING THE CURRICULUM IN A NON-AESTHETIC EMBODIED SOCIETYINTRODUCTION; DEFINING CURRICULUM POWERS; THE INTELLECTUAL SERVANTS; SUPERHUMANS AND POSTHUMANS; NON-DUALISM, UBUNTU AND EASTERN PHILOSOPHIES; CONCLUSION; NOTES; REFERENCES; 5. VISUAL COGNITION AND THE STRUGGLE FOR THE SOUL OF ARCHITECTURE; INTRODUCTION; THE PROCESS OF TRANSMISSION OF ARCHITECTURAL IDEAS; TEACHING THE CONVENTIONS OF SPACE AND FORM; The Egyptian Concept of Heaven and Earth; The South African Homestead; THE DICHOTOMY OF MODERNISM; STRUCTURALISM VS POST-STRUCTURALISM; THE RISE OF ARCHITECTURAL HISTORY HOUSE FORM AND CULTUREJENKS' SIX TRADITIONS; UNCHANGING PATTERNS OF EDUCATION; CONCLUDING THOUGHTS; REFERENCES; 6. THE ILLUSION OF SOLID AND SEPARATE THINGS: Troublesome Knowledge and the Curriculum; SECTION ONE; Non-separation Is Not New; But the Problem Is ... ; Unpacking the Illusion; The Fact of One and the Appearance of Two; What Has This Got to Do with Learning?; SECTION TWO; Shifting the Gaze; Troublesome Knowledge; CONCLUSION; NOTES; REFERENCES; 7. DE-PATHOLOGISING HIGHER EDUCATION CURRICULUM; INTRODUCTION; RELATIONSHIP OF LABOURING AFFINITIES Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. Education, Higher Curricula. Education, Higher Study and teaching. Enseignement supérieur Programmes d'études. Enseignement supérieur Étude et enseignement. EDUCATION Higher. bisacsh Education, Higher Curricula fast Education, Higher Study and teaching fast Electronic book. Samuel, Michael Anthony, editor. Dhunpath, Rubby, editor. Amin, Nyna, editor. Dhunpath, Rubby. Amin, Nyna. has work: Disrupting higher education curriculum (Text) https://id.oclc.org/worldcat/entity/E39PCH6yCBjDqQWXDpThBv8gXb https://id.oclc.org/worldcat/ontology/hasWork Constructing knowledge ; v. 13. http://id.loc.gov/authorities/names/no2012149238 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1517868 Volltext |
| spellingShingle | Disrupting higher education curriculum : undoing cognitive damage / Constructing knowledge ; TABLE OF CONTENTS; PREFACE; A NOTE ON THE PEER REVIEW PROCESS; REFERENCES; ACKNOWLEDGEMENTS; LIST OF ABBREVIATIONS; LIST OF TABLES AND FIGURES; TABLES; FIGURES; PART ONE: PHILOSOPHICAL MUSINGS; 1. UNDOING COGNITIVE DAMAGE; INTRODUCTION: THE ENCHANTED LOOM; (Re)presenting the Human Brain; The Brain; Cognitive Damage in the Absence of Physiological Damage; COGNITIVE DAMAGE: AN ETERNAL DOOM?; Cognitive Damage Explained; Discourse, Representation, Reality and Cognitive Damage; Ideology, Hegemony and Cognitive Damage; UNDOING COGNITIVE DAMAGE: A CHANCE TO BLOOM?; THE ARCHITECTURE OF THIS ANTHOLOGY What Is It to Interpret a History of Violence and Use It without Accusation or Excuse within the Broadest Interpretation of the Academy?Why Is National Liberation Not a Revolution?; How Do We Combat the Anthropocene?; REFERENCES; 3. 'SENSING' THE CURRICULUM: The Role of Aesthetics in Higher Education; INTRODUCTION; WHAT CAN A CURRICULUM DO?; DEVELOPING CRITICAL CAPACITY; MAKING A WORLD SAFE FOR THE CURRICULUM; CONSTRAINED CHANGE WITHIN THE FINITE; THE MEDIUM OF THE UNIVERSITY; AESTHETIC RELOCATION; CONCLUSION; NOTES; REFERENCES 4. RE-HUMANISING THE CURRICULUM IN A NON-AESTHETIC EMBODIED SOCIETYINTRODUCTION; DEFINING CURRICULUM POWERS; THE INTELLECTUAL SERVANTS; SUPERHUMANS AND POSTHUMANS; NON-DUALISM, UBUNTU AND EASTERN PHILOSOPHIES; CONCLUSION; NOTES; REFERENCES; 5. VISUAL COGNITION AND THE STRUGGLE FOR THE SOUL OF ARCHITECTURE; INTRODUCTION; THE PROCESS OF TRANSMISSION OF ARCHITECTURAL IDEAS; TEACHING THE CONVENTIONS OF SPACE AND FORM; The Egyptian Concept of Heaven and Earth; The South African Homestead; THE DICHOTOMY OF MODERNISM; STRUCTURALISM VS POST-STRUCTURALISM; THE RISE OF ARCHITECTURAL HISTORY HOUSE FORM AND CULTUREJENKS' SIX TRADITIONS; UNCHANGING PATTERNS OF EDUCATION; CONCLUDING THOUGHTS; REFERENCES; 6. THE ILLUSION OF SOLID AND SEPARATE THINGS: Troublesome Knowledge and the Curriculum; SECTION ONE; Non-separation Is Not New; But the Problem Is ... ; Unpacking the Illusion; The Fact of One and the Appearance of Two; What Has This Got to Do with Learning?; SECTION TWO; Shifting the Gaze; Troublesome Knowledge; CONCLUSION; NOTES; REFERENCES; 7. DE-PATHOLOGISING HIGHER EDUCATION CURRICULUM; INTRODUCTION; RELATIONSHIP OF LABOURING AFFINITIES Education, Higher Curricula. Education, Higher Study and teaching. Enseignement supérieur Programmes d'études. Enseignement supérieur Étude et enseignement. EDUCATION Higher. bisacsh Education, Higher Curricula fast Education, Higher Study and teaching fast |
| title | Disrupting higher education curriculum : undoing cognitive damage / |
| title_auth | Disrupting higher education curriculum : undoing cognitive damage / |
| title_exact_search | Disrupting higher education curriculum : undoing cognitive damage / |
| title_full | Disrupting higher education curriculum : undoing cognitive damage / edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. |
| title_fullStr | Disrupting higher education curriculum : undoing cognitive damage / edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. |
| title_full_unstemmed | Disrupting higher education curriculum : undoing cognitive damage / edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. |
| title_short | Disrupting higher education curriculum : |
| title_sort | disrupting higher education curriculum undoing cognitive damage |
| title_sub | undoing cognitive damage / |
| topic | Education, Higher Curricula. Education, Higher Study and teaching. Enseignement supérieur Programmes d'études. Enseignement supérieur Étude et enseignement. EDUCATION Higher. bisacsh Education, Higher Curricula fast Education, Higher Study and teaching fast |
| topic_facet | Education, Higher Curricula. Education, Higher Study and teaching. Enseignement supérieur Programmes d'études. Enseignement supérieur Étude et enseignement. EDUCATION Higher. Education, Higher Curricula Education, Higher Study and teaching Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1517868 |
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