Academic citizenship beyond the campus: a call for the placeful university

Nørgård, Rikke Toft; Bengtsen, Søren S. E.

doi:10.1080/07294360.2015.1131669

Cited by 64 publications

(41 citation statements)

References 12 publications

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“…The embeddedness of the university in the ecologies of the world is the very premise for thinking from the world [33]. As Heidegger [33] explains, when we dwell in the world, we do not merely inhabit it as one inhabits a building.…”

Section: The Optimistic Universitymentioning

confidence: 99%

“…As Heidegger [33] explains, when we dwell in the world, we do not merely inhabit it as one inhabits a building. To dwell in the world is to care for the world and to "cherish", "protect", and "preserve" what is valuable in the world [34] (p. 145).…”

Section: The Optimistic Universitymentioning

confidence: 99%

“…Building on these insights, "education itself should be seen as having a 'Dasein', a 'being there" [33] (p. 9). However, this does not mean that universities of the world and forms of thinking from the world end in status quo and reproduction of contemporary socio-cultural values and belief-systems.…”

Section: The Optimistic Universitymentioning

confidence: 99%

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Universities and Epistemology: From a Dissolution of Knowledge to the Emergence of a New Thinking

Barnett

Bengtsen

2017

Education Sciences

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This paper examines the relation between epistemology and higher education. We shall start by briefly examining three classical texts on the understanding of knowledge at universities, as well as noting some others, and go on to sketch a version of our own. Our argument is as follows: the world is such that the relationship between the university and knowledge remains fundamental but that it needs to be reconceptualised. In particular, the 21st century is seeing the emergence of digital reason, which could be said to be a form of non-reason. It may appear, therefore, that we are witnessing the dissolution or severing of the relationship between the university, on the one hand, and knowledge and truth on the other hand. To the contrary, we argue for what we term an ecological perspective on knowledge, with the concept of ecology being treated in the most generous way, partly as a way of rethinking the university into the future. The idea of knowledge as a defining concept of the university still has mileage in it.

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Section: The Optimistic Universitymentioning

confidence: 99%

Section: The Optimistic Universitymentioning

confidence: 99%

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Universities and Epistemology: From a Dissolution of Knowledge to the Emergence of a New Thinking

Barnett

Bengtsen

2017

Education Sciences

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“…Here, the concept open-ended institutions refers to the "creative practice" of educators aiming for "dialogic participation" through "liberatory critical pedagogy". That is, institutions based on the academic virtues of sincerity, attentiveness, compassion, autonomy, and care (Nixon 2008) to foster and promote citizenship in and for society (Nørgård & Bengtsen 2016), where education is open and institutions are something we build and shape together through forming participatory academic communities (Aaen & Nørgård 2015).…”

Section: Every Design Process Is a Process Of Inquiry And Every Inqumentioning

confidence: 99%

“…Taken together, open-ended education becomes the communal being, doing, and knowing across institutions, educators, and learners that aim for participatory citizenship and community (Freire 1974;Aaen & Nørgård 2015). Through the balancing of the free-form and the rule-bound and through aiming for academic citizenship within society (Nørgård & Bengtsen 2016) education becomes a dialogue about and with the world; a project of integration through engagement, empowerment, and emancipation (Freire & Macedo 1987). In education, the boundaries of solutions and ideas are examined and discussed in an effort to transcend them through playful To be in open-ended education is to learn in an almost Nietzschian way that fosters an open-ended attitude to education and life itself (Nietzsche 1999).…”

Section: Every Design Process Is a Process Of Inquiry And Every Inqumentioning

confidence: 99%

Open-Ended Education: How Open-Endedness Might Foster and Promote Technological Imagination, Enterprising and Participation in Education

Nørgaard

Paaskesen

2016

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THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED INSTITUTIONS IN WAYS THAT FOSTER AND PROMOTE FUTURE EDUCATION FOR CITIZENSHIP IN SOCIETY. THROUGH THE CASE OF THE CODING PIRATES FUTURE ISLAND, THE ARTICLE DEMONSTRATES HOW OPEN-ENDED EDUCATION CAN BE PRACTICED TO FOSTER AND PROMOTE TECHNOLOGICAL IMAGINATION, ENTERPRISING, AND PARTICIPATION. THIS PRACTICE IS THEN DEVELOPED INTO A THEORETICAL MODEL FOR THE CONCEPT OF OPEN-ENDED EDUCATION AS A WAY OF AND FRAMEWORK FOR PRACTICING FUTURE EDUCATION FOR 21ST CENTURY LEARNING WITH NEW TECHNOLOGIES. THE ARTICLE PRESENTS AN ANSWER TO THE CALL FOR 21ST CENTURY LEARNING AS THOROUGHLY COLLABORATIVE, COMMUNICATIVE, CREATIVE, AND CRITICALLY REFLECTIVE THROUGH THE CASE AND THE CONCEPT OF OPEN-ENDED EDUCATION. IT OUTLINES THE IMPLICATIONS OF THIS CALL FOR EDUCATION AND HIGHLIGHTS THE FACT THAT THE EMPHASIS IN BLOOM’S REVISED TAXONOMY ON INGENUITY, ORIGINALITY, PARTICIPATION, AND ASPIRATION IMPACTS THE PRACTICE OF EDUCATION.

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