Walter Sinnott-Armstrong (ed.)
- Published in print:
- 2004
- Published Online:
- May 2006
- ISBN:
- 9780195169720
- eISBN:
- 9780199786343
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195169727.001.0001
- Subject:
- Philosophy, Metaphysics/Epistemology
Skepticism poses a central challenge in epistemology, but its opponents focus on Cartesian or Academic skepticism, whereas almost all actual defenders of skepticism are Pyrrhonians who suspend belief ...
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Skepticism poses a central challenge in epistemology, but its opponents focus on Cartesian or Academic skepticism, whereas almost all actual defenders of skepticism are Pyrrhonians who suspend belief about Cartesian skepticism and its denial. To remedy this imbalance, this volume explores the history of Pyrrhonian skepticism and then looks at objections to Pyrrhonian skepticism and its relation to other alternatives in contemporary epistemology.Less
Skepticism poses a central challenge in epistemology, but its opponents focus on Cartesian or Academic skepticism, whereas almost all actual defenders of skepticism are Pyrrhonians who suspend belief about Cartesian skepticism and its denial. To remedy this imbalance, this volume explores the history of Pyrrhonian skepticism and then looks at objections to Pyrrhonian skepticism and its relation to other alternatives in contemporary epistemology.
F.M.L. Thompson (ed.)
- Published in print:
- 2003
- Published Online:
- January 2013
- ISBN:
- 9780197262788
- eISBN:
- 9780191754210
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197262788.001.0001
- Subject:
- History, Historiography
The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic ...
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The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Elizabeth Anscombe, Anthony Baines, Charles Boxer, Kenneth Cameron, Francis Carsten, John Chadwick, Donald Coleman, Robert Cook, Terry Coppock, Francis Haskell, Martin Hollis, John Kent, Stephan Körner, Donald McKenzie, Kathleen Major, Michael Roberts, Robert Robins, Alan Tyson, John Varey, Glanville Williams and Vincent Wright. Also included is a chapter on James Bryce, President of the British Academy 1913–17.Less
The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Elizabeth Anscombe, Anthony Baines, Charles Boxer, Kenneth Cameron, Francis Carsten, John Chadwick, Donald Coleman, Robert Cook, Terry Coppock, Francis Haskell, Martin Hollis, John Kent, Stephan Körner, Donald McKenzie, Kathleen Major, Michael Roberts, Robert Robins, Alan Tyson, John Varey, Glanville Williams and Vincent Wright. Also included is a chapter on James Bryce, President of the British Academy 1913–17.
Ron Johnston (ed.)
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264904
- eISBN:
- 9780191754081
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264904.001.0001
- Subject:
- History, Historiography
The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic ...
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The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Frank Barlow, John Arundel Barnes, Gerald Allen Cohen, Herbert Edward John Cowdrey, Ralf Gustav Dahrendorf, Robert Arthur Donkin, Simon Frederick Peter Halliday, Arthur Thomas Hatto, Leszek Kolakowski, Peter Hugh Jefferd Lloyd-Jones, Douglas Maurice MacDowell, Michael Isaac Podro, Peter Edward Lionel Russell, Maurice FitzGerald Scott, Peter Brereton Townsend, Frank William Walbank, Michael Williams and Donald John Wiseman.Less
The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Frank Barlow, John Arundel Barnes, Gerald Allen Cohen, Herbert Edward John Cowdrey, Ralf Gustav Dahrendorf, Robert Arthur Donkin, Simon Frederick Peter Halliday, Arthur Thomas Hatto, Leszek Kolakowski, Peter Hugh Jefferd Lloyd-Jones, Douglas Maurice MacDowell, Michael Isaac Podro, Peter Edward Lionel Russell, Maurice FitzGerald Scott, Peter Brereton Townsend, Frank William Walbank, Michael Williams and Donald John Wiseman.
John Morrill (ed.)
- Published in print:
- 2004
- Published Online:
- January 2012
- ISBN:
- 9780197263129
- eISBN:
- 9780191734861
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197263129.001.0001
- Subject:
- History, Cultural History
To mark its centenary in 2002, the British Academy invited leading universities around the UK to host public lectures on the current state of and future prospects for a cross section of the ...
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To mark its centenary in 2002, the British Academy invited leading universities around the UK to host public lectures on the current state of and future prospects for a cross section of the disciplines that fall within the Academy's compass. The Academy proposed the discipline and the universities nominated their preferred speakers. Those selected were drawn from Britain, Europe and the USA, and they rose magnificently to the challenge, while interpreting it in a way specific to their discipline. The eight chapters (plus four commentaries) span the disciplines in the humanities and the social sciences, from the history of art to international relations and geography. These are reflections on the stability and instability of the ways in which we organize knowledge and on how far the academic community can and should be involved in the shaping of public policy.Less
To mark its centenary in 2002, the British Academy invited leading universities around the UK to host public lectures on the current state of and future prospects for a cross section of the disciplines that fall within the Academy's compass. The Academy proposed the discipline and the universities nominated their preferred speakers. Those selected were drawn from Britain, Europe and the USA, and they rose magnificently to the challenge, while interpreting it in a way specific to their discipline. The eight chapters (plus four commentaries) span the disciplines in the humanities and the social sciences, from the history of art to international relations and geography. These are reflections on the stability and instability of the ways in which we organize knowledge and on how far the academic community can and should be involved in the shaping of public policy.
Rosemary Deem, Sam Hillyard, and Michael Reed
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199265909
- eISBN:
- 9780191708602
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199265909.001.0001
- Subject:
- Business and Management, Knowledge Management
The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in ‘ivory towers’, as increasing government intervention and ...
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The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in ‘ivory towers’, as increasing government intervention and a growing ‘target culture’ has changed the way they work. Increasingly universities have transformed from ‘communities of scholars’ to ‘workplaces’. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the ‘New Public Management’ ideology in response, promoting a more ‘business-focussed’ approach in the management of public services. This book examines the issues that these changes have had on academics, both as the ‘knowledge-workers’ managed, and the ‘manager-academic’. It draws on a study of academics holding management roles in sixteen UK universities, exploring their career histories and trajectories, and providing accounts of their values, practices, relationships with others, and their training and development as managers. Examining debates around ‘New Public Management’, knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities.Less
The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in ‘ivory towers’, as increasing government intervention and a growing ‘target culture’ has changed the way they work. Increasingly universities have transformed from ‘communities of scholars’ to ‘workplaces’. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the ‘New Public Management’ ideology in response, promoting a more ‘business-focussed’ approach in the management of public services. This book examines the issues that these changes have had on academics, both as the ‘knowledge-workers’ managed, and the ‘manager-academic’. It draws on a study of academics holding management roles in sixteen UK universities, exploring their career histories and trajectories, and providing accounts of their values, practices, relationships with others, and their training and development as managers. Examining debates around ‘New Public Management’, knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities.
Liudvika Leišytė, Jürgen Enders, and Harry de Boer
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199590193
- eISBN:
- 9780191723445
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199590193.003.0009
- Subject:
- Business and Management, Public Management, Knowledge Management
New governance approaches are at the forefront of discussions of public sector reforms, including where they involve academic research where a novel type of institutional environment has been created ...
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New governance approaches are at the forefront of discussions of public sector reforms, including where they involve academic research where a novel type of institutional environment has been created for most of the actors involved, and also the academic ‘production unit’, be it an individual researcher, a research group, a scientific community, or the academic profession as a whole. This chapter discusses how the interests and preferences of the academics, and the social norms that are considered important for academic research, mediate and influence the effects of these changes. It focuses on the consequences of changing authority relations for practices at the micro-level of academic research, the academic research groups, and researchers.Less
New governance approaches are at the forefront of discussions of public sector reforms, including where they involve academic research where a novel type of institutional environment has been created for most of the actors involved, and also the academic ‘production unit’, be it an individual researcher, a research group, a scientific community, or the academic profession as a whole. This chapter discusses how the interests and preferences of the academics, and the social norms that are considered important for academic research, mediate and influence the effects of these changes. It focuses on the consequences of changing authority relations for practices at the micro-level of academic research, the academic research groups, and researchers.
Jochen Gläser, Stefan Lange, Grit Laudel, and Uwe Schimank
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199590193
- eISBN:
- 9780191723445
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199590193.003.0010
- Subject:
- Business and Management, Public Management, Knowledge Management
This chapter examines the ways in which differences between scientific fields affect the impact of changing authority relations on research goals and approaches. Comparing proximate and remote ...
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This chapter examines the ways in which differences between scientific fields affect the impact of changing authority relations on research goals and approaches. Comparing proximate and remote epistemic properties on research in six disciplines in the sciences and humanities, it shows how variations in resource dependence, research portfolio diversity, and other factors have impinged upon scientists' responses to resource scarcity and state restructuring in academic governance in Australia, as well as how these factors in turn reflect more deep-seated features of research styles, such as the role of personal interpretation in problem formulation, decomposability of research problems, and mode of access to empirical evidence.Less
This chapter examines the ways in which differences between scientific fields affect the impact of changing authority relations on research goals and approaches. Comparing proximate and remote epistemic properties on research in six disciplines in the sciences and humanities, it shows how variations in resource dependence, research portfolio diversity, and other factors have impinged upon scientists' responses to resource scarcity and state restructuring in academic governance in Australia, as well as how these factors in turn reflect more deep-seated features of research styles, such as the role of personal interpretation in problem formulation, decomposability of research problems, and mode of access to empirical evidence.
Shula Marks, Paul Weindling, and Laura Wintour (eds)
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.001.0001
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
Established in the 1930s to rescue scientists and scholars from Nazi Europe, the Society for the Protection of Science and Learning (SPSL, founded in 1933 as the Academic Assistance Council and now ...
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Established in the 1930s to rescue scientists and scholars from Nazi Europe, the Society for the Protection of Science and Learning (SPSL, founded in 1933 as the Academic Assistance Council and now known as the Council for Assisting Refugee Academics) has had an illustrious career. No fewer than eighteen of its early grantees became Nobel Laureates and 120 were elected Fellows of the British Academy and Royal Society in the UK. While a good deal has been written on the SPSL in the 1930s and 1940s, and especially on the achievements of the outstanding scientists rescued, much less attention has been devoted to the scholars who contributed to the social sciences and humanities, and there has been virtually no research on the Society after the Second World War. The archive-based essays in this book, written to commemorate the 75th anniversary of the organisation, attempt to fill this gap. The essays include revisionist accounts of the founder of the SPSL and some of its early grantees. They examine the SPSL's relationship with associates and allies, the experiences of women academics and those of the post-war academic refugees from Communist Europe, apartheid South Africa, and Pinochet's Chile. In addition to scholarly contributions, the book includes moving essays by the children of early grantees. At a time of increasing international concern with refugees and immigration, it is a reminder of the enormous contribution generations of academic refugees have made — and continue to make — to learning the world over.Less
Established in the 1930s to rescue scientists and scholars from Nazi Europe, the Society for the Protection of Science and Learning (SPSL, founded in 1933 as the Academic Assistance Council and now known as the Council for Assisting Refugee Academics) has had an illustrious career. No fewer than eighteen of its early grantees became Nobel Laureates and 120 were elected Fellows of the British Academy and Royal Society in the UK. While a good deal has been written on the SPSL in the 1930s and 1940s, and especially on the achievements of the outstanding scientists rescued, much less attention has been devoted to the scholars who contributed to the social sciences and humanities, and there has been virtually no research on the Society after the Second World War. The archive-based essays in this book, written to commemorate the 75th anniversary of the organisation, attempt to fill this gap. The essays include revisionist accounts of the founder of the SPSL and some of its early grantees. They examine the SPSL's relationship with associates and allies, the experiences of women academics and those of the post-war academic refugees from Communist Europe, apartheid South Africa, and Pinochet's Chile. In addition to scholarly contributions, the book includes moving essays by the children of early grantees. At a time of increasing international concern with refugees and immigration, it is a reminder of the enormous contribution generations of academic refugees have made — and continue to make — to learning the world over.
Mary Beth Harris and Cynthia Franklin
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195172942
- eISBN:
- 9780199893249
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172942.001.0001
- Subject:
- Social Work, Communities and Organizations, Children and Families
Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face ...
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Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group-intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young women's strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, illustrated with vignettes and containing the handouts and materials necessary to implement the program.Less
Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group-intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young women's strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, illustrated with vignettes and containing the handouts and materials necessary to implement the program.
David Wartenweiler
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198207825
- eISBN:
- 9780191677816
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198207825.003.0007
- Subject:
- History, European Modern History
In the summer of 1914, several liberal members of the academic community hoped that the war would contribute towards a more accountable and transparent state, and open the door for a true ...
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In the summer of 1914, several liberal members of the academic community hoped that the war would contribute towards a more accountable and transparent state, and open the door for a true constitutional regime. By the time the Bolsheviks seized power, all these hopes and expectations had been shattered. Many of the institutions connected to academics were either absorbed into the party-state conglomerate or simply dissolved. The efforts of liberal academics failed to find a remedy for Russia's growing social tensions, as well as their own professional aspirations. The chapter concludes that the institutions of a civil society paired with education, on which academic liberals had wagered to span the gap, proved insufficient to deal with the various strains that war and revolution exerted on Russia's social fabric. By October 1917, the search for social and political integration through individual emancipation had ground to a halt.Less
In the summer of 1914, several liberal members of the academic community hoped that the war would contribute towards a more accountable and transparent state, and open the door for a true constitutional regime. By the time the Bolsheviks seized power, all these hopes and expectations had been shattered. Many of the institutions connected to academics were either absorbed into the party-state conglomerate or simply dissolved. The efforts of liberal academics failed to find a remedy for Russia's growing social tensions, as well as their own professional aspirations. The chapter concludes that the institutions of a civil society paired with education, on which academic liberals had wagered to span the gap, proved insufficient to deal with the various strains that war and revolution exerted on Russia's social fabric. By October 1917, the search for social and political integration through individual emancipation had ground to a halt.
Gilberto Artioli
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199548262
- eISBN:
- 9780191723308
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199548262.003.0004
- Subject:
- Physics, History of Physics
Present trends in the analytical characterization of cultural heritage materials are briefly reviewed, including the use of microbeams, portable instrumentation, non-invasive investigations, and ...
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Present trends in the analytical characterization of cultural heritage materials are briefly reviewed, including the use of microbeams, portable instrumentation, non-invasive investigations, and standardization of the results. Some of the persisting problems and pitfalls are discussed in the general frame of cultural heritage investigations. Digital databases and virtual reality are a growing area that ought to make life easier for cultural heritage management and research, provided that academic curricula keep up with the pace of current developments.Less
Present trends in the analytical characterization of cultural heritage materials are briefly reviewed, including the use of microbeams, portable instrumentation, non-invasive investigations, and standardization of the results. Some of the persisting problems and pitfalls are discussed in the general frame of cultural heritage investigations. Digital databases and virtual reality are a growing area that ought to make life easier for cultural heritage management and research, provided that academic curricula keep up with the pace of current developments.
Ellen T. Charry
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780195134865
- eISBN:
- 9780199853472
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195134865.001.0001
- Subject:
- Religion, Theology
Through close readings of a number of classic texts, this book develops the thesis that classic Christian theology is thoroughly shaped by pastoral and moral purposes. The book's aim is to show ...
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Through close readings of a number of classic texts, this book develops the thesis that classic Christian theology is thoroughly shaped by pastoral and moral purposes. The book's aim is to show contemporary theologians how to teach the faith in a morally constructive fashion, transcending the current destructive opposition between ‘academic’ and ‘pastoral’ theology.Less
Through close readings of a number of classic texts, this book develops the thesis that classic Christian theology is thoroughly shaped by pastoral and moral purposes. The book's aim is to show contemporary theologians how to teach the faith in a morally constructive fashion, transcending the current destructive opposition between ‘academic’ and ‘pastoral’ theology.
Melanie M. Morey and John J. Piderit
- Published in print:
- 2006
- Published Online:
- May 2006
- ISBN:
- 9780195305517
- eISBN:
- 9780199784813
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305515.003.0012
- Subject:
- Religion, Church History
This chapter begins with a skeptical look at conventional wisdom, suggesting how following its dictates can stifle creative approaches to critical cultural problems in organizations. This discussion ...
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This chapter begins with a skeptical look at conventional wisdom, suggesting how following its dictates can stifle creative approaches to critical cultural problems in organizations. This discussion is followed by a list of possible programs or strategies Catholic colleges and universities might adopt that challenge one or more forms of the conventional wisdom. In each instance, the source of the conventional wisdom is identified, the distinctively different way of proceeding is outlined, and its efficacy detailed. The suggestions are divided into four groups: academic incentives, student living and activities initiatives, campus ministry initiatives, and administrative and governance initiatives.Less
This chapter begins with a skeptical look at conventional wisdom, suggesting how following its dictates can stifle creative approaches to critical cultural problems in organizations. This discussion is followed by a list of possible programs or strategies Catholic colleges and universities might adopt that challenge one or more forms of the conventional wisdom. In each instance, the source of the conventional wisdom is identified, the distinctively different way of proceeding is outlined, and its efficacy detailed. The suggestions are divided into four groups: academic incentives, student living and activities initiatives, campus ministry initiatives, and administrative and governance initiatives.
Paul Weindling
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0004
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
The founding of the Academic Assistance Council (AAC) in May 1933 was a rapid and constructive response to the Nazi threat to science and learning. Among the far-sighted academics involved was the ...
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The founding of the Academic Assistance Council (AAC) in May 1933 was a rapid and constructive response to the Nazi threat to science and learning. Among the far-sighted academics involved was the physiologist A. V. Hill (1886–1977). He was to be a consistent, effective, and loyal supporter of the AAC and, as it became in 1936, the Society for Protection of Science and Learning (SPSL). Hill was remarkable in terms of his scientific achievements and his support of scientific organizations, most notably the Royal Society. Accompanying these activities was a set of social values concerning the scientist as citizen in a parliamentary democracy, and an agenda for science to modernize health care provision. Hill's commitment to the cause of academic refugees can be understood within a broader set of commitments and activities. Apart from many acts of practical assistance, Hill contributed to a broadening of the agenda of the SPSL, making academic freedom a core value. This chapter examines Hill's broader political vision of the defence of learning.Less
The founding of the Academic Assistance Council (AAC) in May 1933 was a rapid and constructive response to the Nazi threat to science and learning. Among the far-sighted academics involved was the physiologist A. V. Hill (1886–1977). He was to be a consistent, effective, and loyal supporter of the AAC and, as it became in 1936, the Society for Protection of Science and Learning (SPSL). Hill was remarkable in terms of his scientific achievements and his support of scientific organizations, most notably the Royal Society. Accompanying these activities was a set of social values concerning the scientist as citizen in a parliamentary democracy, and an agenda for science to modernize health care provision. Hill's commitment to the cause of academic refugees can be understood within a broader set of commitments and activities. Apart from many acts of practical assistance, Hill contributed to a broadening of the agenda of the SPSL, making academic freedom a core value. This chapter examines Hill's broader political vision of the defence of learning.
Melanie M. Morey and John J. Piderit
- Published in print:
- 2006
- Published Online:
- May 2006
- ISBN:
- 9780195305517
- eISBN:
- 9780199784813
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305515.003.0004
- Subject:
- Religion, Church History
This chapter discusses the first of the major themes to emerge from research data: how senior administrators understand the Catholic intellectual tradition, and the role it plays in the academic life ...
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This chapter discusses the first of the major themes to emerge from research data: how senior administrators understand the Catholic intellectual tradition, and the role it plays in the academic life of their institutions across all disciplines. It looks at various issues such as Catholic cultural illiteracy, hiring for mission, and the role of theology and philosophy in the curriculum. Desired characteristics of faculty, be they Catholic or non-Catholic, at Catholic institutions are identified. The heart of a university is academic content and, to be genuinely Catholic, Catholic institutions have to emphasize their academic content in an appropriate way. Philosophy may have been the central content welcomed by students at Catholic institutions in the first half of the 20th century. An important issue is what the modern “Catholic content” ought to be. The major threats to Catholic cultural inheritability and distinguishability in the academic sector are examined. The implications of present practice within all four collegiate models for the vitality of Catholic culture in the academic sector are also explored. Finally, the chapter suggests strategic approaches to enhance distinguishability without posing a market threat to inheritability.Less
This chapter discusses the first of the major themes to emerge from research data: how senior administrators understand the Catholic intellectual tradition, and the role it plays in the academic life of their institutions across all disciplines. It looks at various issues such as Catholic cultural illiteracy, hiring for mission, and the role of theology and philosophy in the curriculum. Desired characteristics of faculty, be they Catholic or non-Catholic, at Catholic institutions are identified. The heart of a university is academic content and, to be genuinely Catholic, Catholic institutions have to emphasize their academic content in an appropriate way. Philosophy may have been the central content welcomed by students at Catholic institutions in the first half of the 20th century. An important issue is what the modern “Catholic content” ought to be. The major threats to Catholic cultural inheritability and distinguishability in the academic sector are examined. The implications of present practice within all four collegiate models for the vitality of Catholic culture in the academic sector are also explored. Finally, the chapter suggests strategic approaches to enhance distinguishability without posing a market threat to inheritability.
Tod Chambers
David E. Guinn (ed.)
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195178739
- eISBN:
- 9780199784943
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195178734.003.0005
- Subject:
- Religion, Philosophy of Religion
Linguistic capital is what is at issue when we ask who can speak for a religion. But asking who has the linguistic capital to speak for a religious community in public policy forums is different from ...
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Linguistic capital is what is at issue when we ask who can speak for a religion. But asking who has the linguistic capital to speak for a religious community in public policy forums is different from asking who has linguistic capital within the religious community. The first question forces us to examine the acquisition of linguistic capital in three separate — yet overlapping — fields of social discourse: academia, religion, and government. Each of these requires distinctive ways of earning the necessary social capital to be authorized to speak. The issue of who has the status to speak for a religion in a political forum is essentially a question of what types of linguistic capital gained in one field are deemed legal tender within another field.Less
Linguistic capital is what is at issue when we ask who can speak for a religion. But asking who has the linguistic capital to speak for a religious community in public policy forums is different from asking who has linguistic capital within the religious community. The first question forces us to examine the acquisition of linguistic capital in three separate — yet overlapping — fields of social discourse: academia, religion, and government. Each of these requires distinctive ways of earning the necessary social capital to be authorized to speak. The issue of who has the status to speak for a religion in a political forum is essentially a question of what types of linguistic capital gained in one field are deemed legal tender within another field.
Lorraine Code
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195159431
- eISBN:
- 9780199786411
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195159438.003.0008
- Subject:
- Philosophy, Feminist Philosophy
Taking its point of departure from the suppression of research findings by a Canadian drug company with a vested interest in keeping them from the public eye, this chapter reads the ambiguous ...
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Taking its point of departure from the suppression of research findings by a Canadian drug company with a vested interest in keeping them from the public eye, this chapter reads the ambiguous gendered implications of the positioning of Dr. Nancy Olivieri, a scientist and physician, as the principal player in the story. Issues of credibility, answerability, academic freedom, and the role of trust in knowledge figure centrally in the analysis. It shows how ecological thinking allows for the development of a productive reading of responsibility, rooted neither in individualism nor in an implausible voluntarism; and attentive to the climatic conditions in which much scientific research in the 21st century takes place. It extends the discussion of collective responsibility that begins in chapter six to raise questions about ecologically sound research practices, justice, and citizenship.Less
Taking its point of departure from the suppression of research findings by a Canadian drug company with a vested interest in keeping them from the public eye, this chapter reads the ambiguous gendered implications of the positioning of Dr. Nancy Olivieri, a scientist and physician, as the principal player in the story. Issues of credibility, answerability, academic freedom, and the role of trust in knowledge figure centrally in the analysis. It shows how ecological thinking allows for the development of a productive reading of responsibility, rooted neither in individualism nor in an implausible voluntarism; and attentive to the climatic conditions in which much scientific research in the 21st century takes place. It extends the discussion of collective responsibility that begins in chapter six to raise questions about ecologically sound research practices, justice, and citizenship.
C. John Sommerville
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780195306958
- eISBN:
- 9780199850853
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195306958.001.0001
- Subject:
- Religion, History of Christianity
The American university has embraced a thorough secularism that makes it increasingly marginal in a society that is characterized by high levels of religious belief. The very secularization that was ...
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The American university has embraced a thorough secularism that makes it increasingly marginal in a society that is characterized by high levels of religious belief. The very secularization that was supposed to be a liberating influence has resulted in the university's failure to provide leadership in political, cultural, social, and even scientific arenas. This book explores several different ways in which the secular university fails in its mission through its trivialization of religion. It notes how little attention is being given to defining the human, so crucial in all aspects of professional education. The book alerts us to problems associated with the prevailing secular distinction between “facts” and “values”. It reviews how the elimination of religion hampers the university from understanding our post-Cold War world. The book then shows how a greater awareness of the intellectual resources of religion might stimulate more forthright attention to important matters like our loss of a sense of history, how to problematize secularism, the issue of judging religions, the oddity of academic moralizing, and the strangeness of science at the frontiers. Finally, the book invites the reader to imagine a university where religion is not ruled out but rather welcomed as a legitimate voice among others.Less
The American university has embraced a thorough secularism that makes it increasingly marginal in a society that is characterized by high levels of religious belief. The very secularization that was supposed to be a liberating influence has resulted in the university's failure to provide leadership in political, cultural, social, and even scientific arenas. This book explores several different ways in which the secular university fails in its mission through its trivialization of religion. It notes how little attention is being given to defining the human, so crucial in all aspects of professional education. The book alerts us to problems associated with the prevailing secular distinction between “facts” and “values”. It reviews how the elimination of religion hampers the university from understanding our post-Cold War world. The book then shows how a greater awareness of the intellectual resources of religion might stimulate more forthright attention to important matters like our loss of a sense of history, how to problematize secularism, the issue of judging religions, the oddity of academic moralizing, and the strangeness of science at the frontiers. Finally, the book invites the reader to imagine a university where religion is not ruled out but rather welcomed as a legitimate voice among others.
Shula Marks
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0001
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
The contributions to this collection were originally given at a conference held at the British Academy on 3–4 December 2008, to celebrate the 75th anniversary of the founding of the Academic ...
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The contributions to this collection were originally given at a conference held at the British Academy on 3–4 December 2008, to celebrate the 75th anniversary of the founding of the Academic Assistance Council in 1933, later the Society for the Protection of Science and Learning (1936–98), and now the Council for Assisting Refugee Academics. This introductory chapter discusses the story of the SPSL and the flood of European refugee scholars and scientists from Nazi-occupied Europe in the 1930s and 1940s, and their subsequent contribution to specific disciplines in the humanities and social sciences. An overview of the subsequent chapters is also presented.Less
The contributions to this collection were originally given at a conference held at the British Academy on 3–4 December 2008, to celebrate the 75th anniversary of the founding of the Academic Assistance Council in 1933, later the Society for the Protection of Science and Learning (1936–98), and now the Council for Assisting Refugee Academics. This introductory chapter discusses the story of the SPSL and the flood of European refugee scholars and scientists from Nazi-occupied Europe in the 1930s and 1940s, and their subsequent contribution to specific disciplines in the humanities and social sciences. An overview of the subsequent chapters is also presented.
David Zimmerman
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0002
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
This chapter examines in detail the central role of Lord Beveridge in establishing the Academic Assistance Council, in a context of economic depression, social and political turmoil, and pervasive ...
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This chapter examines in detail the central role of Lord Beveridge in establishing the Academic Assistance Council, in a context of economic depression, social and political turmoil, and pervasive anti-Jewish hostility in Britain. Lord Beveridge's work with British academic refugee organizations was on a par with his leading role in the major expansion of the London School of Economics, the building of London University's Senate House in the 1920s, and perhaps even with his famous 1942 report on Social Insurance and Allied Services.Less
This chapter examines in detail the central role of Lord Beveridge in establishing the Academic Assistance Council, in a context of economic depression, social and political turmoil, and pervasive anti-Jewish hostility in Britain. Lord Beveridge's work with British academic refugee organizations was on a par with his leading role in the major expansion of the London School of Economics, the building of London University's Senate House in the 1920s, and perhaps even with his famous 1942 report on Social Insurance and Allied Services.
