Reclaiming Liberal Education

Hadzigeorgiou, Yannis

doi:10.3390/educsci9040264

Cited by 5 publications

(5 citation statements)

References 53 publications

(67 reference statements)

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“…Our study reinforces the concept that entrepreneurship education can contribute to achieving relevant educational goals. Presenting challenges related to the SDGs to students, which were solved by them critically and creatively, presents an educationoriented awareness of social problems [30,31]. This proposal makes it possible to guide training that develops entrepreneurial skills with a focus on value creation.…”

Section: Discussionmentioning

confidence: 99%

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Identifying Entrepreneurial Interest and Skills among University Students

Castro

Zermeño

2021

Sustainability

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This study presents the profile of the participants in an online course on entrepreneurship that followed a challenge-based learning methodology and was applied to undergraduate students at a university in Mexico. Students were given challenges related to the Sustainable Development Goals (SDGs) during the course and were allowed to recognize their interest in solving these problems. This paper seeks to identify the entrepreneurial profile of university students through their experiences, interests, attitudes, and entrepreneurial skills. Although entrepreneurship courses are offered more frequently in universities, it is necessary to know the characteristics of the students’ interest and their abilities to continue strengthening them. The data were collected through a questionnaire conducted with 20 multidisciplinary participants. The analysis compared the results of those who finished the course vs. those who did not to determine the significant differences in their answers. The results showed that the participants generated sustainable business ideas that favor local and global problems. Additionally, the students showed great interest in social entrepreneurship and developing companies based on the knowledge acquired during their university studies. It is recommended to continue with the training so that these ideas can become real ventures through linkages with other actors in the entrepreneurial ecosystem and favor the solution of sustainable problems. The questionnaire instrument enabled identifying the students’ characteristics, interests, and entrepreneurial skills, which could be strengthened with other programs that train them. It was also possible to recognize skills that they did not possess before starting the e-learning course which require further strengthening.

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Section: Discussionmentioning

confidence: 99%

“…Moreover, this formation applies to all levels of education. Ultimately, the development of entrepreneurship skills aligns with the goals of liberal education [30,31], where the higher education institutions have relevant roles in strengthening these skills.…”

Section: Development Of the Entrepreneurial Profile And Entrepreneurship Skillsmentioning

confidence: 99%

Identifying Entrepreneurial Interest and Skills among University Students

Castro

Zermeño

2021

Sustainability

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“…Though classical liberal education has had many interpretations, the consensus view of the purpose of classical education is to develop “free human beings who know how to use their minds and are able to think for themselves” (Hadzigeorgiou, 2019, p. 3). Having received a classical education in his youth, Mr. Livingston argued that the classical model would better strengthen students’ vocabulary and ability to communicate, promote critical thinking, and expose students to experiences beyond the familiar.…”

Section: Case Narrative/backgroundmentioning

confidence: 99%

Under Pressure: Leadership for Literacy and Cultural Responsiveness

Thompson

Brezicha

2022

Journal of Cases in Educational Leadership

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This case considers the literacy leadership practices of Principal Howard at Pinecrest Academy Title I elementary school in the southeastern United States. An award-winning school, Pinecrest Academy serves over 500 students, 98% of whom are students of color. Through the lens of instructional leadership for literacy and culturally responsive school leadership for literacy, this case study examines how the principal used school improvement planning to (a) bolster the literacy outcomes of third-grade students of color, (b) form partnerships with the parents and families of third-grade students of color to increase literacy outcomes, and (c) reframe the literacy focus when external and internal factors threatened to derail the school’s progress.

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“…Such ideas do point to the inclusion of a curriculum strand-regardless of the organization of the curriculum-that provides students with opportunities to study global issues and problems, by drawing on knowledge from all curriculum disciplines. Such a curriculum strand is, in fact, in line with an updated concept of liberal education, which, not only focuses on the traditional disciplines, but also becomes sensitive to human issues and problems, which, in order to be understood (i.e., their multiple aspects and dimensions) call for an integration of science with the humanities [67,68], and for an engagement in critical discourse. It is indeed such discourse that helps students decide what counts as 'knowledge' (i.e., the existence of 'public' criteria help one distinguish between 'true' and false knowledge) [67] and also transcend barriers set up by both physical and cultural distance, as well as by distrust [69].…”

Section: Summary and Final Commentsmentioning

confidence: 99%

“…Such a curriculum strand is, in fact, in line with an updated concept of liberal education, which, not only focuses on the traditional disciplines, but also becomes sensitive to human issues and problems, which, in order to be understood (i.e., their multiple aspects and dimensions) call for an integration of science with the humanities [67,68], and for an engagement in critical discourse. It is indeed such discourse that helps students decide what counts as 'knowledge' (i.e., the existence of 'public' criteria help one distinguish between 'true' and false knowledge) [67] and also transcend barriers set up by both physical and cultural distance, as well as by distrust [69]. In short, and in other words, an updated concept of liberal education can provide students with intellectual skills and human qualities that are crucial for dealing with a complex global issue and thus promote a sustainable world.…”

Section: Summary and Final Commentsmentioning

confidence: 99%

Rethinking the Curriculum in the Context of Education for Sustainability: Lessons from the COVID-19 Pandemic

Hadzigeorgiou

2021

Education Sciences

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In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by revisiting some ideas that have received, or have begun to receive, attention in the field of education. More specifically, the paper focuses on the development of global awareness as an educational goal, the notion of hope and the future dimension of the curriculum, the value of systems and ecological thinking, as well as the value of decision making and the role that knowledge of the nature of science can play in decision making. Given that the world will most likely face in the future complex global issues and problems, just like the COVID-19 pandemic, all the aforementioned ideas deserve particular attention, especially if the curriculum is to promote and foster the idea of sustainability.

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Reclaiming Liberal Education

Cited by 5 publications

References 53 publications

Identifying Entrepreneurial Interest and Skills among University Students

Identifying Entrepreneurial Interest and Skills among University Students

Under Pressure: Leadership for Literacy and Cultural Responsiveness

Rethinking the Curriculum in the Context of Education for Sustainability: Lessons from the COVID-19 Pandemic

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