Trusting in the University The Contribution of Temporality and Trust
The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation. . The context in which globalisation and education is often linked is that of p
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Trusting in the University The Contribution of Temporality and Trust to a Praxis of Higher Learning
by
Paul T. Gibbs Intercollege, Nicosia, Cyprus
KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW
eBook ISBN: Print ISBN:
1-4020-2344-8 1-4020-2343-X
©2004 Springer Science + Business Media, Inc. Print ©2004 Kluwer Academic Publishers Dordrecht All rights reserved No part of this eBook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America
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Dedication
This book is dedicated to my parents and to Jane for letting me learn.
Contents
Dedication
v
Preface
ix
Acknowledgments
xi
Introduction
1
Liberalism, Mass Education and a Loss of Academic Trust
27
The Market Metaphor – A Good Basis for Trust?
47
What Form of Trust Might be Appropriate for Universities to Build a Praxis of Higher Education Designed to Encourage Authenticity?
71
Education in a Culture of Suspicion?
89
If Not the Market Model, then Perhaps a Heideggerian Perspective?
99
A University’s Authenticity is in its Community
117
Trusting in Thinking about Knowing
131
Trusting in Teaching to Let Learn
153
A Trusting Praxis for Higher Education Institutions
171
vii
viii
Contents
Reflections
189
References
195
Index
213
Preface
The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation.. The context in which globalisation and education is often linked is that of progression, progression realisable through technology, the free movement of finances and the optimum utilisation of human capital. To fuel this progression, formal educational institutions have grown, adapted and changed to provide highly skilled ‘outputs’ to satisfy demand. Along the way, I will argue, the questioning, learning, reflecting and worthiness of formal education has been sacrificed for instrumentality, compliance and self-interest. This is seen throughout the educational system but this book concentrates on higher education and, more importantly, higher educational institutions that are known as universities. I will try to argue for a distinctive place for universities that does not resist progression but defines it differently from that allowable by the market. I propose a university system where students and faculty are together allowed to ‘let learn’ who they might become, rather than realise their being as the artefact of economic imperatives. I accept from the very beginning that this might be incompatible with universities being in the world of commerce and industry, in fact, I demand that they are not! However, my text is not a polemic against the capitalist entrapment of education per se but for the development of centres that q
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