SUSAN M. PARKES
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780199583744
- eISBN:
- 9780191702365
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583744.003.0019
- Subject:
- History, British and Irish Modern History
This chapter discusses key developments in higher education in Ireland during the period from 1793 to 1908. It suggests that the development of Irish higher education in the nineteenth century was ...
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This chapter discusses key developments in higher education in Ireland during the period from 1793 to 1908. It suggests that the development of Irish higher education in the nineteenth century was marked by three major movements: the gradual secularisation of university education; the democratisation of higher education; and the broadening of university curriculum to include modern languages, the social sciences, and the pure and applied sciences.Less
This chapter discusses key developments in higher education in Ireland during the period from 1793 to 1908. It suggests that the development of Irish higher education in the nineteenth century was marked by three major movements: the gradual secularisation of university education; the democratisation of higher education; and the broadening of university curriculum to include modern languages, the social sciences, and the pure and applied sciences.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0008
- Subject:
- History, British and Irish Modern History
Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less ...
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Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less clear; Above all, the disappearance of established working-class communities, institutions, and traditions — indeed the gradual decline of a self-conscious working class itself — and changes in the nature of academic life, have altered, if not destroyed the fundamental relationship between dons and workers. Though extramural departments obviously differed in how they responded to new circumstances, there is a sense in which the traditional adult education movement failed to take its opportunities in the 1950s and 1960sLess
Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less clear; Above all, the disappearance of established working-class communities, institutions, and traditions — indeed the gradual decline of a self-conscious working class itself — and changes in the nature of academic life, have altered, if not destroyed the fundamental relationship between dons and workers. Though extramural departments obviously differed in how they responded to new circumstances, there is a sense in which the traditional adult education movement failed to take its opportunities in the 1950s and 1960s
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.001.0001
- Subject:
- History, British and Irish Modern History
This book is a history of university adult education since its origins in the mid-Victorian period. It focuses on the University of Oxford, which came to lead the movement for adult and working-class ...
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This book is a history of university adult education since its origins in the mid-Victorian period. It focuses on the University of Oxford, which came to lead the movement for adult and working-class education, and which imprinted it with a distinctive set of social and political objectives in the early years of the 20th century. It is also a study of the relationship between intellectuals and the working class, for it has been through the adult education movement that many of the leading figures in liberal and socialist thought have made contact with workers and their institutions over the last century and a half. The effect of adult education on such figures as T. H. Green, Arnold Toynbee, R. H. Tawney, G. D. H. Cole, William Temple, and Raymond Williams gives us an insight into the evolution of ideas from late-Victorian liberalism to 20th-century socialism. The book considers the political divisions within working-class adult education, and assesses the influence of this educational tradition on the development of the labour movement. The book is a contribution to the intellectual and political history of modern England, and one that presents an unfamiliar portrait of ‘elitist’ Oxford and its influence in the nation.Less
This book is a history of university adult education since its origins in the mid-Victorian period. It focuses on the University of Oxford, which came to lead the movement for adult and working-class education, and which imprinted it with a distinctive set of social and political objectives in the early years of the 20th century. It is also a study of the relationship between intellectuals and the working class, for it has been through the adult education movement that many of the leading figures in liberal and socialist thought have made contact with workers and their institutions over the last century and a half. The effect of adult education on such figures as T. H. Green, Arnold Toynbee, R. H. Tawney, G. D. H. Cole, William Temple, and Raymond Williams gives us an insight into the evolution of ideas from late-Victorian liberalism to 20th-century socialism. The book considers the political divisions within working-class adult education, and assesses the influence of this educational tradition on the development of the labour movement. The book is a contribution to the intellectual and political history of modern England, and one that presents an unfamiliar portrait of ‘elitist’ Oxford and its influence in the nation.
Theodore Zeldin
- Published in print:
- 1977
- Published Online:
- March 2012
- ISBN:
- 9780198221258
- eISBN:
- 9780191678424
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198221258.003.0007
- Subject:
- History, European Modern History
This chapter focuses on universities which, unlike secondary schools that were important in the creation of national uniformity, split the nation again. They did this in two ways, by breaking it up ...
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This chapter focuses on universities which, unlike secondary schools that were important in the creation of national uniformity, split the nation again. They did this in two ways, by breaking it up into specialist groups, and by enabling students to establish themselves as the leaders of the emergent new class that young people now came to form. A sizeable proportion of the country's intellectual and technical leaders passed through the institutions of higher learning, which may explain why their general structure and organisation remained largely unchanged. The esprit de corps of their graduates and the conservatism (in professional, as distinct from political, matters) of most of their teachers, preserved their privileged, almost oligarchical, character. They claimed they were democratic because the élite they created was recruited by examination, but there was no real equality of opportunity to pass the examinations.Less
This chapter focuses on universities which, unlike secondary schools that were important in the creation of national uniformity, split the nation again. They did this in two ways, by breaking it up into specialist groups, and by enabling students to establish themselves as the leaders of the emergent new class that young people now came to form. A sizeable proportion of the country's intellectual and technical leaders passed through the institutions of higher learning, which may explain why their general structure and organisation remained largely unchanged. The esprit de corps of their graduates and the conservatism (in professional, as distinct from political, matters) of most of their teachers, preserved their privileged, almost oligarchical, character. They claimed they were democratic because the élite they created was recruited by examination, but there was no real equality of opportunity to pass the examinations.
D. H. AKENSON
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780199583744
- eISBN:
- 9780191702365
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583744.003.0018
- Subject:
- History, British and Irish Modern History
This chapter examines the historical development in pre-university education in Ireland during the period from 1870 to 1922. This period was characterised by three brief flashes of optimism against a ...
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This chapter examines the historical development in pre-university education in Ireland during the period from 1870 to 1922. This period was characterised by three brief flashes of optimism against a background of educational inertia and disappointment. These moments of optimism include the approval of a parliamentary grant for academic secondary schools in 1878, the establishment of the Irish technical school system in 1899, and the revision of the national school curriculum in 1900. The chapter also describes the educational innovations in intermediate schools during this period.Less
This chapter examines the historical development in pre-university education in Ireland during the period from 1870 to 1922. This period was characterised by three brief flashes of optimism against a background of educational inertia and disappointment. These moments of optimism include the approval of a parliamentary grant for academic secondary schools in 1878, the establishment of the Irish technical school system in 1899, and the revision of the national school curriculum in 1900. The chapter also describes the educational innovations in intermediate schools during this period.
Anne Spry Rush
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199588558
- eISBN:
- 9780191728990
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199588558.003.0011
- Subject:
- History, British and Irish Modern History, Cultural History
This chapter, the last to deal with schooling, explores the complex educational ties between Britain and the Caribbean after the Second World War. It suggests that the value West Indians placed on ...
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This chapter, the last to deal with schooling, explores the complex educational ties between Britain and the Caribbean after the Second World War. It suggests that the value West Indians placed on British-style schooling continued to affect the nature of Caribbean education into the post-war period, from curricula and textbooks to exams and administrative structures. At the same time the social and political circumstances of wartime and the immediate post-war period created a situation in which West Indians and native Britons forged new connections (economic, social and cultural) in education, even as they attempted to withdraw from each other's influence. In secondary and university education, which were particularly bound up with West Indian ideas of status, these ties remained particularly strong, but even after independence the legacy of Britishness remained potent in all levels of education in the region.Less
This chapter, the last to deal with schooling, explores the complex educational ties between Britain and the Caribbean after the Second World War. It suggests that the value West Indians placed on British-style schooling continued to affect the nature of Caribbean education into the post-war period, from curricula and textbooks to exams and administrative structures. At the same time the social and political circumstances of wartime and the immediate post-war period created a situation in which West Indians and native Britons forged new connections (economic, social and cultural) in education, even as they attempted to withdraw from each other's influence. In secondary and university education, which were particularly bound up with West Indian ideas of status, these ties remained particularly strong, but even after independence the legacy of Britishness remained potent in all levels of education in the region.
Phillip Brown, Anthony Hesketh, and Sara Williams
- Published in print:
- 2004
- Published Online:
- October 2011
- ISBN:
- 9780199269532
- eISBN:
- 9780191699412
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269532.003.0006
- Subject:
- Business and Management, HRM / IR, Political Economy
People invest in university education in the hope that, once they graduate, they will be able to find high-paying managerial and professional jobs. Also, these graduates have to view their careers as ...
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People invest in university education in the hope that, once they graduate, they will be able to find high-paying managerial and professional jobs. Also, these graduates have to view their careers as a portfolio of jobs rather than having a permanent job. This chapter concentrates first on the expectations of graduates and their perspectives on the job market and identifies the factors, such as higher education, race, and ethnicity, which could possibly contribute to success in work. Secondly, the chapter explores the employability strategies that university graduates use to land jobs by conducting interviews with a sample set of graduates. The study distinguishes and compares the approaches of the two ‘ideal types’ — the ‘Players’ and the ‘Purists’ — and shows how the latter approaches the labour market aggressively while the latter uses a more conservative approach.Less
People invest in university education in the hope that, once they graduate, they will be able to find high-paying managerial and professional jobs. Also, these graduates have to view their careers as a portfolio of jobs rather than having a permanent job. This chapter concentrates first on the expectations of graduates and their perspectives on the job market and identifies the factors, such as higher education, race, and ethnicity, which could possibly contribute to success in work. Secondly, the chapter explores the employability strategies that university graduates use to land jobs by conducting interviews with a sample set of graduates. The study distinguishes and compares the approaches of the two ‘ideal types’ — the ‘Players’ and the ‘Purists’ — and shows how the latter approaches the labour market aggressively while the latter uses a more conservative approach.
ROBERT CRAWFORD
- Published in print:
- 2004
- Published Online:
- October 2011
- ISBN:
- 9780199269327
- eISBN:
- 9780191699382
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199269327.003.0005
- Subject:
- Literature, Poetry
This chapter examines the works of several poets who formed part of the artistic movement called modernism which started in 1919. These poets include T. S. Eliot and Ezra Pound. Unlike other poets, ...
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This chapter examines the works of several poets who formed part of the artistic movement called modernism which started in 1919. These poets include T. S. Eliot and Ezra Pound. Unlike other poets, Eliot and Pound completed their university education and they wrote their poems brimming with academic training. Thus, their poetry registered longing, a jagged sense of pain, accompanied by a heavy load of postgraduate learning. This chapter also suggests that their works are examples of thoroughgoing poetry of knowledge.Less
This chapter examines the works of several poets who formed part of the artistic movement called modernism which started in 1919. These poets include T. S. Eliot and Ezra Pound. Unlike other poets, Eliot and Pound completed their university education and they wrote their poems brimming with academic training. Thus, their poetry registered longing, a jagged sense of pain, accompanied by a heavy load of postgraduate learning. This chapter also suggests that their works are examples of thoroughgoing poetry of knowledge.
John Privilege
- Published in print:
- 2009
- Published Online:
- July 2012
- ISBN:
- 9780719077357
- eISBN:
- 9781781702871
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719077357.003.0003
- Subject:
- History, British and Irish Modern History
This chapter highlights Logue's journey through the university campaign. The issue of university education in Ireland was a constant source of grievance for the bishops. The university system in ...
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This chapter highlights Logue's journey through the university campaign. The issue of university education in Ireland was a constant source of grievance for the bishops. The university system in Ireland was at the center of a network of proselytism and indifferentism which the hierarchy had come to regard as characteristic of the Protestant constitution in Ireland. The Roman Catholic Church demanded the same rights and recognition that the state extended to Protestants in terms of state funded, denominational university education. The demand for national justice, however, masked other concerns and preoccupations. The challenges to traditional faith thrown up by the intellectual revolution and the advent of Darwinism made a truly Catholic university not only desirable, but also essential. Furthermore, Logue's determination to have a university acceptable to Rome ultimately ensured the success of the campaign. Logue trusted Walsh to deliver an institution that would not only meet the requirements of Rome but also be of sufficient prestige to redress Catholic grievances on the status of Trinity College. This cooperation eased whatever early tension existed in the relationship between the two men, though the partnership between Armagh and Dublin sometimes dismayed others within the episcopate.Less
This chapter highlights Logue's journey through the university campaign. The issue of university education in Ireland was a constant source of grievance for the bishops. The university system in Ireland was at the center of a network of proselytism and indifferentism which the hierarchy had come to regard as characteristic of the Protestant constitution in Ireland. The Roman Catholic Church demanded the same rights and recognition that the state extended to Protestants in terms of state funded, denominational university education. The demand for national justice, however, masked other concerns and preoccupations. The challenges to traditional faith thrown up by the intellectual revolution and the advent of Darwinism made a truly Catholic university not only desirable, but also essential. Furthermore, Logue's determination to have a university acceptable to Rome ultimately ensured the success of the campaign. Logue trusted Walsh to deliver an institution that would not only meet the requirements of Rome but also be of sufficient prestige to redress Catholic grievances on the status of Trinity College. This cooperation eased whatever early tension existed in the relationship between the two men, though the partnership between Armagh and Dublin sometimes dismayed others within the episcopate.
Kostova Dobrinka
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9781847420640
- eISBN:
- 9781447302230
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847420640.003.0005
- Subject:
- Sociology, Comparative and Historical Sociology
During Bulgaria's political and economic transition, changes in its political institutions have been rapid and fundamental. However, Bulgaria's socioeconomic systems have changed much more slowly ...
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During Bulgaria's political and economic transition, changes in its political institutions have been rapid and fundamental. However, Bulgaria's socioeconomic systems have changed much more slowly mainly due to the inherited backward structures from pre-socialist and socialist times, the locational disadvantage of the country, general instability in the Balkans and discontinuities in the government's process of privatisation and orientation to a market economy. During Bulgaria's period of transformation, two major tendencies in its education system developed: the phenomenon of students dropping out from school emerged and has resulted in a group of citizens with little or no education; and an increased interest in university education. The transition period has negatively affected the welfare system — its resources are very limited and have decreased during the period of transformation. Bulgaria's welfare system could not compensate the groups experiencing declining living conditions with the economic difficulties that began in the 1990s.Less
During Bulgaria's political and economic transition, changes in its political institutions have been rapid and fundamental. However, Bulgaria's socioeconomic systems have changed much more slowly mainly due to the inherited backward structures from pre-socialist and socialist times, the locational disadvantage of the country, general instability in the Balkans and discontinuities in the government's process of privatisation and orientation to a market economy. During Bulgaria's period of transformation, two major tendencies in its education system developed: the phenomenon of students dropping out from school emerged and has resulted in a group of citizens with little or no education; and an increased interest in university education. The transition period has negatively affected the welfare system — its resources are very limited and have decreased during the period of transformation. Bulgaria's welfare system could not compensate the groups experiencing declining living conditions with the economic difficulties that began in the 1990s.
Sebastian D.G. Knowles
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780813056920
- eISBN:
- 9780813053691
- Item type:
- book
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813056920.001.0001
- Subject:
- Literature, 20th-century Literature and Modernism
At Fault: James Joyce and the Crisis of the Modern University argues that American universities have lost their way and that the works of James Joyce will put them back on the scent. In American ...
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At Fault: James Joyce and the Crisis of the Modern University argues that American universities have lost their way and that the works of James Joyce will put them back on the scent. In American university education today, an excess of caution has led to a serious error in our education system. To be “at fault” is to have lost one’s path: the university’s current crisis in confidence can be addressed by attending to the lessons that Joyce teaches us. Joyce models risk-taking in all three areas of the academic enterprise: research, teaching, and service. His texts go out of bounds, resisting the end, pushing beyond themselves. Joyce writes in an outlaw language, and the acknowledgment of failure is written into every right action. At stake is the enterprise of humanism: without an appreciation of error, and an understanding of infinite possibility, the university will calcify and lose its right to lead the nations of the world. The book draws upon the author’s thirty years of teaching experience to demonstrate what works in the classroom when teaching Joyce and makes a powerful contribution to debates on interdisciplinarity and university teaching. There are chapters on centrifugal motion, gramophones, elephants, fox-hunting, philately, brain mapping, and baseball: a compendium of approaches befitting the ever-expanding world of James Joyce.Less
At Fault: James Joyce and the Crisis of the Modern University argues that American universities have lost their way and that the works of James Joyce will put them back on the scent. In American university education today, an excess of caution has led to a serious error in our education system. To be “at fault” is to have lost one’s path: the university’s current crisis in confidence can be addressed by attending to the lessons that Joyce teaches us. Joyce models risk-taking in all three areas of the academic enterprise: research, teaching, and service. His texts go out of bounds, resisting the end, pushing beyond themselves. Joyce writes in an outlaw language, and the acknowledgment of failure is written into every right action. At stake is the enterprise of humanism: without an appreciation of error, and an understanding of infinite possibility, the university will calcify and lose its right to lead the nations of the world. The book draws upon the author’s thirty years of teaching experience to demonstrate what works in the classroom when teaching Joyce and makes a powerful contribution to debates on interdisciplinarity and university teaching. There are chapters on centrifugal motion, gramophones, elephants, fox-hunting, philately, brain mapping, and baseball: a compendium of approaches befitting the ever-expanding world of James Joyce.
Peter Murray and Maria Feeney
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781526100788
- eISBN:
- 9781526120823
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526100788.003.0003
- Subject:
- History, Social History
Catholic sociology in Ireland changed significantly during the 1950s and 1960s. This change had four principal strands. First, the joint action of the Maynooth Professor and Muintir na Tire to secure ...
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Catholic sociology in Ireland changed significantly during the 1950s and 1960s. This change had four principal strands. First, the joint action of the Maynooth Professor and Muintir na Tire to secure European and US help in fostering rural sociology. Second, the use made by Archbishop McQuaid of his power within UCD to establish social science teaching in the state’s largest university. Third, the tension between useful and critical social science that emerged as the growing number of Irish Catholic immigrants in an increasingly secular Britain became a focal point for research proposals. Finally, the manner in which Ireland’s initially abundant, but later faltering, supply of religious vocations and the maximization of its clergy’s contribution to worldwide Catholic missionary efforts was studied. All of these strands are tied together by a broad turn away from exclusive preoccupation with ethical principles and towards increasing involvement in empirical social investigations.Less
Catholic sociology in Ireland changed significantly during the 1950s and 1960s. This change had four principal strands. First, the joint action of the Maynooth Professor and Muintir na Tire to secure European and US help in fostering rural sociology. Second, the use made by Archbishop McQuaid of his power within UCD to establish social science teaching in the state’s largest university. Third, the tension between useful and critical social science that emerged as the growing number of Irish Catholic immigrants in an increasingly secular Britain became a focal point for research proposals. Finally, the manner in which Ireland’s initially abundant, but later faltering, supply of religious vocations and the maximization of its clergy’s contribution to worldwide Catholic missionary efforts was studied. All of these strands are tied together by a broad turn away from exclusive preoccupation with ethical principles and towards increasing involvement in empirical social investigations.
John Privilege
- Published in print:
- 2009
- Published Online:
- July 2012
- ISBN:
- 9780719077357
- eISBN:
- 9781781702871
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719077357.001.0001
- Subject:
- History, British and Irish Modern History
This book provides a review and consideration of the role of the Catholic Church in Ireland in the intense political and social changes after 1879 through a major figure in Irish history, Michael ...
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This book provides a review and consideration of the role of the Catholic Church in Ireland in the intense political and social changes after 1879 through a major figure in Irish history, Michael Logue. Despite being a figure of pivotal historical importance in Ireland, no substantial study of Michael Logue (1840–1924) has previously been undertaken. Exploring previously under-researched areas, such as the clash between science and faith, university education and state-building, the book contributes to our understanding of the relationship between the Church and the state in modern Ireland. It also sets out to redress any historical misunderstanding of Michael Logue and provides a fresh perspective on existing interpretations of the role of the Church and on areas of historical debate in this period.Less
This book provides a review and consideration of the role of the Catholic Church in Ireland in the intense political and social changes after 1879 through a major figure in Irish history, Michael Logue. Despite being a figure of pivotal historical importance in Ireland, no substantial study of Michael Logue (1840–1924) has previously been undertaken. Exploring previously under-researched areas, such as the clash between science and faith, university education and state-building, the book contributes to our understanding of the relationship between the Church and the state in modern Ireland. It also sets out to redress any historical misunderstanding of Michael Logue and provides a fresh perspective on existing interpretations of the role of the Church and on areas of historical debate in this period.
John M. Efron
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300083774
- eISBN:
- 9780300133592
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300083774.003.0008
- Subject:
- History, History of Science, Technology, and Medicine
This chapter discusses how the Jewish doctor was vilified as a medical outsider, denounced for his charlatanism and his reliance on practical experimentation. He was accused of not being grounded in ...
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This chapter discusses how the Jewish doctor was vilified as a medical outsider, denounced for his charlatanism and his reliance on practical experimentation. He was accused of not being grounded in theory because he lacked a university education. By the end of the nineteenth century however, that situation had changed completely. University trained and no longer professional outsiders, Jewish physicians were targeted precisely because of their increasing and formal presence within German medicine. That presence was indeed palpable, that at the end of the eighteenth and at the turn of the nineteenth century, Jews constituted approximately two percent of Germany's doctors. By the turn of the twentieth century, Jews, who composed just over one percent of the total population, now made up 16 percent of all physicians in Germany. So fundamental had medicine become to the social structure and thus self-perception of German Jewry that nearly one half of all Jews attending universities in 1900 were there to study medicine.Less
This chapter discusses how the Jewish doctor was vilified as a medical outsider, denounced for his charlatanism and his reliance on practical experimentation. He was accused of not being grounded in theory because he lacked a university education. By the end of the nineteenth century however, that situation had changed completely. University trained and no longer professional outsiders, Jewish physicians were targeted precisely because of their increasing and formal presence within German medicine. That presence was indeed palpable, that at the end of the eighteenth and at the turn of the nineteenth century, Jews constituted approximately two percent of Germany's doctors. By the turn of the twentieth century, Jews, who composed just over one percent of the total population, now made up 16 percent of all physicians in Germany. So fundamental had medicine become to the social structure and thus self-perception of German Jewry that nearly one half of all Jews attending universities in 1900 were there to study medicine.
Yutaka Sato, Florence McCarthy, Mutsuko Murakami, Takashi Nishio, and Kano Yamamoto
- Published in print:
- 2010
- Published Online:
- May 2013
- ISBN:
- 9789888028467
- eISBN:
- 9789882207387
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888028467.003.0003
- Subject:
- Education, Educational Policy and Politics
This chapter is a description of the leadership role played by the International Christian University (ICU) in developing service-learning programs in Asia. It furnishes a brief history of ...
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This chapter is a description of the leadership role played by the International Christian University (ICU) in developing service-learning programs in Asia. It furnishes a brief history of service-learning in the region. The chapter considers how the service-learning curriculum and various service-learning programs have been institutionalized at the ICU and how networking with Asian institutions has been developed. The forms of international service-learning currently operate at ICU and the lessons drawn from the institutionalization of service-learning that may be useful to other institutions are also discussed.Less
This chapter is a description of the leadership role played by the International Christian University (ICU) in developing service-learning programs in Asia. It furnishes a brief history of service-learning in the region. The chapter considers how the service-learning curriculum and various service-learning programs have been institutionalized at the ICU and how networking with Asian institutions has been developed. The forms of international service-learning currently operate at ICU and the lessons drawn from the institutionalization of service-learning that may be useful to other institutions are also discussed.
Jeremy Eades
- Published in print:
- 2010
- Published Online:
- November 2016
- ISBN:
- 9780824833213
- eISBN:
- 9780824870843
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824833213.003.0005
- Subject:
- Society and Culture, Asian Studies
Japan's Ritsumeikan Asia Pacific University (APU) is in the process of developing an area studies program that is not simply an add-on to an existing program or department, but the raison d'être of a ...
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Japan's Ritsumeikan Asia Pacific University (APU) is in the process of developing an area studies program that is not simply an add-on to an existing program or department, but the raison d'être of a whole university. This chapter discusses how this project fits in with the development of university education both in Japan and internationally, the problems of defining the Asia Pacific, and the related problems of implementing an Asia Pacific studies program at an international university in Japan. It begins by reviewing definitions of the region, and identifies a core Pacific Asia and extended Asia Pacific, or “amoeba-like regions.” Definitions become critical when one considers the impact on resources involved, especially bibliographical and linguistic, and also the nature of the research questions asked. Other specific problems with the new area studies include the lack of coherence in the new curriculum and the limited recruitment of foreign students.Less
Japan's Ritsumeikan Asia Pacific University (APU) is in the process of developing an area studies program that is not simply an add-on to an existing program or department, but the raison d'être of a whole university. This chapter discusses how this project fits in with the development of university education both in Japan and internationally, the problems of defining the Asia Pacific, and the related problems of implementing an Asia Pacific studies program at an international university in Japan. It begins by reviewing definitions of the region, and identifies a core Pacific Asia and extended Asia Pacific, or “amoeba-like regions.” Definitions become critical when one considers the impact on resources involved, especially bibliographical and linguistic, and also the nature of the research questions asked. Other specific problems with the new area studies include the lack of coherence in the new curriculum and the limited recruitment of foreign students.
Siobhan Lambert-Hurley and Sunil Sharma
- Published in print:
- 2010
- Published Online:
- October 2012
- ISBN:
- 9780198068334
- eISBN:
- 9780199080441
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198068334.003.0006
- Subject:
- History, Indian History
From colonial Bombay where she spent most of her adult life, Atiya Fyzee travelled to Britain for university education. Atiya had the distinction of being the only one among almost 30 million Indians ...
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From colonial Bombay where she spent most of her adult life, Atiya Fyzee travelled to Britain for university education. Atiya had the distinction of being the only one among almost 30 million Indians to travel overseas in the century between 1830 and 1930. Although her stay in Britain ended prematurely after just a year for reasons that were unknown, she took the opportunity to visit Heidelberg and Munich in Germany and Paris in France before going home to Bombay in 1907. A year later, Atiya went to Europe with her elder sister and her husband. Atiya’s journeys can be understood metaphorically through the lens of biography to highlight the important role of Muslim women in shaping world history. It offers a gendered critique of imperial culture stimulated by her experience of travel and expressed in the context of the most everyday of activities.Less
From colonial Bombay where she spent most of her adult life, Atiya Fyzee travelled to Britain for university education. Atiya had the distinction of being the only one among almost 30 million Indians to travel overseas in the century between 1830 and 1930. Although her stay in Britain ended prematurely after just a year for reasons that were unknown, she took the opportunity to visit Heidelberg and Munich in Germany and Paris in France before going home to Bombay in 1907. A year later, Atiya went to Europe with her elder sister and her husband. Atiya’s journeys can be understood metaphorically through the lens of biography to highlight the important role of Muslim women in shaping world history. It offers a gendered critique of imperial culture stimulated by her experience of travel and expressed in the context of the most everyday of activities.
Richard Serjeantson
- Published in print:
- 2017
- Published Online:
- March 2017
- ISBN:
- 9780198803621
- eISBN:
- 9780191842023
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198803621.003.0011
- Subject:
- History, European Early Modern History, Cultural History
This chapter reviews The Palfrey Notebook: Records of Study in Seventeenth-Century Cambridge, authored and/or compiled by George Palfrey, and edited by C.J. Cook. The volume itself consists of an ...
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This chapter reviews The Palfrey Notebook: Records of Study in Seventeenth-Century Cambridge, authored and/or compiled by George Palfrey, and edited by C.J. Cook. The volume itself consists of an edition, with very full annotations—though no translations—of a Latin notebook maintained by Palfrey at Sidney Sussex College, Cambridge, for some period up to October 1623. Here, the chapter largely describes the editorial features of the book as well as its own publishing history and the intellectual context within which the orations, maxims, and disputations recorded in the original manuscript had been written. It also points out some of the flaws and errors evident in the book. Beyond the book itself, however, the chapter also goes in-depth on the wider context of seventeenth-century university education and the glimpse of it that Palfrey’ manuscript has provided and this edition illuminated.Less
This chapter reviews The Palfrey Notebook: Records of Study in Seventeenth-Century Cambridge, authored and/or compiled by George Palfrey, and edited by C.J. Cook. The volume itself consists of an edition, with very full annotations—though no translations—of a Latin notebook maintained by Palfrey at Sidney Sussex College, Cambridge, for some period up to October 1623. Here, the chapter largely describes the editorial features of the book as well as its own publishing history and the intellectual context within which the orations, maxims, and disputations recorded in the original manuscript had been written. It also points out some of the flaws and errors evident in the book. Beyond the book itself, however, the chapter also goes in-depth on the wider context of seventeenth-century university education and the glimpse of it that Palfrey’ manuscript has provided and this edition illuminated.
David B. Daniel
- Published in print:
- 2011
- Published Online:
- March 2015
- ISBN:
- 9780199733187
- eISBN:
- 9780190255824
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199733187.003.0006
- Subject:
- Psychology, Social Psychology
This chapter focuses on PowerPoint presentations, which have become ubiquitous in the university classroom. It addresses the use of technology from the perspective of the practitioner, relying on the ...
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This chapter focuses on PowerPoint presentations, which have become ubiquitous in the university classroom. It addresses the use of technology from the perspective of the practitioner, relying on the literature as well as personal observations regarding what teachers are doing when they bring a tool like PowerPoint into the classroom. It argues that technological tools such as PowerPoint are only as effective or ineffective as a teacher designs them to be. In other words, PowerPoint should not overshadow teaching and learning as the most important features of a classroom.Less
This chapter focuses on PowerPoint presentations, which have become ubiquitous in the university classroom. It addresses the use of technology from the perspective of the practitioner, relying on the literature as well as personal observations regarding what teachers are doing when they bring a tool like PowerPoint into the classroom. It argues that technological tools such as PowerPoint are only as effective or ineffective as a teacher designs them to be. In other words, PowerPoint should not overshadow teaching and learning as the most important features of a classroom.
