Knowledge as value : illumination through critical prisms /
Knowledge as value : illumination through critical prisms /
edited by Ian Morley and Mira Crouch.
- 1 online resource (xi, 222 pages)
- At the interface/Probing the boundaries, v. 50 1570-7113 ; .
- At the Interface / Probing the Boundaries 50. Literature and Cultural Studies E-Books Online, Collection 2008, ISBN: 9789004357952. .
Includes bibliographical references.
Preliminary Material -- Valuing Intellectual Freedom: A Critical Analysis of Policies in Australian Universities / Counting the Currency of Knowledge: New Zealand’s Performance-Based Research Fund / Conceptions of Knowledge and the Modern University / Knowledge as Practice: Implications for the Tertiary Sector / The Anxiety of Making Academics Over: Resistance and Responsibility in the Academic Development Project / The Internet, the Knowledge Product, and the Craft of History / “Most Intellectuals Will Only Half Listen”: The Needs and Futures of Hip-Hop Studies / Knowledge Value through Management / Making the Structures Tumble / The Classics and Australian Culture Wars / The Mutation of Economics / Pericles was a Plumber: Towards Resolving the Liberal and Vocational Dichotomy in Legal Education / Explaining the Complexities and Value of Nursing Practice and Knowledge / Notes on Contributors. John McDonald -- Grant Duncan -- Francine Rochford -- Stephen Healy -- Tai Peseta and Catherine Manathunga -- Ian Morley -- Graham Chia-Hui Preston -- S. Ram Vemuri -- Mireta von Gerlach -- Mark Rolfe -- Matthew Steen -- Craig Collins -- Heather McKenzie , Maureen Boughton , Lillian Hayes and Sue Forsyth --
Available to subscribing member institutions only.
This book considers the place and value of knowledge in contemporary society. “Knowledge” is not a self-evident concept: both its denotations and connotations are historically situated. Since the Enlightenment, knowledge has been a matter of discovery through effort, and “knowledge for its own sake” a taken-for-granted ideal underwriting progressive education as a process which not only taught “for” and “about” something, but also ennobled the soul. While this ideal has not been explicitly rejected, in recent decades there has been a tacit move away from a strong emphasis on its centrality, even in Higher Education. The authors address the values that inform knowledge production in its present forms, and seek to identify social and cultural factors that support these values. Against the background of increasingly restrictive conditions of academic work, the first section of this volume offers incisive critiques of Higher Education, with examples drawn from Australia and New Zealand. The second group of chapters considers how academics have viewed, and have tried to adapt to, present circumstances. The third section comprises papers that consider epistemological issues in the generation and promulgation of knowledge. The chapters in this volume are indicative of the work that needs to be done so that we can come to comprehend – and perhaps try and improve – our relationship to learning and knowledge in the 21st Century. This timely book will be of particular interest to workers in higher education; it should also inform and challenge all those who have concerns for the future of the intellectual life of our civilization.
9789401206143
10.1163/9789401206143 DOI
Knowledge, Theory of.
Knowledge, Theory of.
BD161 / .K56 2008eb
121
Includes bibliographical references.
Preliminary Material -- Valuing Intellectual Freedom: A Critical Analysis of Policies in Australian Universities / Counting the Currency of Knowledge: New Zealand’s Performance-Based Research Fund / Conceptions of Knowledge and the Modern University / Knowledge as Practice: Implications for the Tertiary Sector / The Anxiety of Making Academics Over: Resistance and Responsibility in the Academic Development Project / The Internet, the Knowledge Product, and the Craft of History / “Most Intellectuals Will Only Half Listen”: The Needs and Futures of Hip-Hop Studies / Knowledge Value through Management / Making the Structures Tumble / The Classics and Australian Culture Wars / The Mutation of Economics / Pericles was a Plumber: Towards Resolving the Liberal and Vocational Dichotomy in Legal Education / Explaining the Complexities and Value of Nursing Practice and Knowledge / Notes on Contributors. John McDonald -- Grant Duncan -- Francine Rochford -- Stephen Healy -- Tai Peseta and Catherine Manathunga -- Ian Morley -- Graham Chia-Hui Preston -- S. Ram Vemuri -- Mireta von Gerlach -- Mark Rolfe -- Matthew Steen -- Craig Collins -- Heather McKenzie , Maureen Boughton , Lillian Hayes and Sue Forsyth --
Available to subscribing member institutions only.
This book considers the place and value of knowledge in contemporary society. “Knowledge” is not a self-evident concept: both its denotations and connotations are historically situated. Since the Enlightenment, knowledge has been a matter of discovery through effort, and “knowledge for its own sake” a taken-for-granted ideal underwriting progressive education as a process which not only taught “for” and “about” something, but also ennobled the soul. While this ideal has not been explicitly rejected, in recent decades there has been a tacit move away from a strong emphasis on its centrality, even in Higher Education. The authors address the values that inform knowledge production in its present forms, and seek to identify social and cultural factors that support these values. Against the background of increasingly restrictive conditions of academic work, the first section of this volume offers incisive critiques of Higher Education, with examples drawn from Australia and New Zealand. The second group of chapters considers how academics have viewed, and have tried to adapt to, present circumstances. The third section comprises papers that consider epistemological issues in the generation and promulgation of knowledge. The chapters in this volume are indicative of the work that needs to be done so that we can come to comprehend – and perhaps try and improve – our relationship to learning and knowledge in the 21st Century. This timely book will be of particular interest to workers in higher education; it should also inform and challenge all those who have concerns for the future of the intellectual life of our civilization.
9789401206143
10.1163/9789401206143 DOI
Knowledge, Theory of.
Knowledge, Theory of.
BD161 / .K56 2008eb
121