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الرئيسية > Negotiating Crisis and Progres...>الوصف

Negotiating Crisis and Progress in Higher Education: Virtues of Pragmatism and Hermeneutics for Learning Renovation

المصدر: مجلة الأزمنة الحديثة
الناشر: عبدالله البلغيتى العلوي
المؤلف الرئيسي: Lahmidani, Marouan (Author)
المجلد/العدد: ع19,20
محكمة: نعم
الدولة: المغرب
التاريخ الميلادي: 2021
الصفحات: 76 - 86
رقم MD: 1180338
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: HumanIndex
مواضيع:
التعليم العالي | التطوير المنهجي | المصطلحات المنهجية
كلمات المؤلف المفتاحية:
Pragmatism | Learning | Conversation | Reconstruction
رابط المحتوى:
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المستخلص: While dealing with educational issues, social progress could somehow be linked to higher education, a bottom up scope ought to be taken into account. First of all, the so called international crisis of higher education must be put instead into an Epistemologically-free framework. The rise of liberal global economy has jeopardized the way we currently conceive the set of disciplines and departments within universities. As a matter of fact, much credit must be given to the view point held by Foucault and his followers, given the fact that power impacts the programmatic workings of institutions. His analysis is valuable as to how knowledge production and communication in universities could be assessed anew. Consequently the idealized necessity of starting from a unified logical order of knowledge leading to a nature-like institutional organization of universities and colleges must be revisited. The moral is that we have created universities and departments of knowledge, as we have made tokens, only to replace actionable exchange of valuable goods, which is a process that never ends. In addition, analysis of institutional power trough knowledge economy depicts the most spectacular turn made to educational ideals since the enlightenment era. Nobody has exhaustively demonstrated the consequences of shifting from idealistic promises of education to “inquiry-based” research and learning, as Dewey has done. Nevertheless, a brilliant synthesis is found somehow in R. Rorty’s investment of both Foucault and Dewey’s contributions. It has a concrete effect upon investigating crisis and progress in nowadays’ international higher education.

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