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Course correction : a map for the distracted university / Paul W. Gooch

Author
Gooch, Paul W.
Published
Toronto : University of Toronto Press, [2019]
Physical Description
1 online resource
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Contents
Cover; Contents; Preface; Introduction; Part I: Five Assertions; 1 It's All about Knowledge, Period; It's about Knowledge; The Knowledge Functions of the University; A Distinguishing Knowledge Function?; Is It Really Just about Knowledge?; 2 Reputation Requires Integrity; Public Perception: Reputation; Public Confidence: Trust; Integrity and Public Trust; 3 Autonomy Is Precarious but Necessary; Ivory and Glass, Tower and Mall; Engagement; Employability; University Autonomy; Formal and Practical Autonomy; Government and Universities; Autonomy in Canada; Government Interests and Influence, Government Interests and Influence: OntarioGovernment Interests and Influence: The United Kingdom; The University and Its Donors; The Challenges of Defending Autonomy; Responsibility for Defending University Autonomy; 4 Academic Freedom Is Necessary and Messy; Fundamental Freedoms; Academic Freedom; Grounding Academic Freedom; Determining Limits to Academic Freedom; Academic Freedom and Tenure; The Scope of Academic Freedom; Who Has Academic Freedom?; What's Protected by Academic Freedom?; The Responsibilities and Irresponsibilities of Academic Freedom; Can Academic Freedom Be Defined?, Academic Freedom and Freedom of Speech: Disrespect, Dissent, DisruptionAcademic Freedom and the Freedoms of Conscience and Religion; 5 Decision Making Is Complicated: Boards, Colleagues, Presidents, Peers; Academic Administration; The Authority of Peers; Peers as Those Who Share in the Academic Form of Life; Peer Assessment; The Character of University Administration; Governance Structures; Council and Senate as Collegial Governance; The Responsibilities of the Board; Transparency and Accountability; How Accountable Are Universities?; A Concluding Comment: The President and the Board Chair, Part II: Three Questions6 Is It Now All about Students?; Teaching Matters; Serving Students; What's Good for Students Is Good for the University; What's Good Is Not Unqualifiedly So; Unavailed Benefits; Inappropriate Expectations; Students Are Really Students; Obligations and Entitlements; The Social Burden of the University; In loco cuiuscumque?; Responsibility Diffused; Diluted Mandate?; Order, Discipline, and Autonomy; Conclusion; 7 What Knowledge Should Undergraduates Gain?; Skills?; Critical Thinking?; Liberal Education?; Liberal Education as Socratic Education, and The Freedoms and Responsibilities of a University EducationSeven Epistemic Convictions: Knowledge about Successful Knowing; Convictions One and Two; Conviction Three; Conviction Four; Conviction Five; Conviction Six; Conviction Seven; Epistemic Attitudes for Successful Knowing; Epistemic Humility; The Courage to Persist; Respect for Truth; Openness to Past Wisdom; Comfort with Ambiguity and Judgment; Character and Socratic Education; Professional Education and Socratic Education; How Is Socratic Knowledge to Be Realized in the Undergraduate Experience?; Education Is Interrogative Conversation
Summary
"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space."--
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ISBN
9781487531126 (electronic bk.)
1487531125 (electronic bk.)
1487523564
9781487523565
9781487504908
148750490X
Bibliography Note
Includes bibliographical references and index.
View MARC record | catkey: 43182298