Titlebook: Higher Education and Hope; Institutional, Pedag Paul Gibbs,Andrew Peterson Book 2019 The Editor(s) (if applicable) and The Author(s) 2019 E

Harding

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凌辱

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Glucose

Ovulation

https://doi.org/10.1007/978-3-030-13566-9Education and Hygge; Hope and education; Higher education and emotion; Education and philosophy; Hopeful

較早

Pedagogies of Hopefulness and Thoughtfulness: The Social-Political Role of Higher Education in Conteof Socratic irony and maieutic in a twentieth century context. Towards the end of the chapter, Rorty and Arendt are also brought into disagreement. Because of its adherence to facts and events, it is argued, Arendt’s thought is better able to produce meaningful criticism of existing conditions, accompanied with hope for changing them.

前兆

Is Higher Education Inherently Good, Educative Practices Intrinsically Good and Universities Instrumthat education is inherently good; that aspects of its practice are feasibly intrinsically good; and the institutions in which the practice of higher education is delivered is contributive and thus of instrumental value. For if education is intrinsically good then it is something we can all hope for as a common good.

殺死

e framework of the work both of and in universities.ReframesAround the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, an

triptans

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Book 2019hese conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as

黃瓜

A Hope to Believe in: A Transition Programme to Support Mature Students’ access to Higher Education criticise the implications of selective processes for mature applicants’ trust in the Higher Education system, as well as their well-being, self-esteem and happiness. Finally, a fourth aim is for the author to re-contextualise within a discourse centred on hope in the Transition Programme.