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Philosophy of Higher Education

1. History of ideas

   1. some people

      1. Socrates

      2. Plato

      3. Aristotle

      4. Roger Bacon

      5. Gallileo

      6. Newton

      7. Ida Lovelace

      8. Marie Curie

      9. Newman

      10. Dewey

      11. Freire

      12. Foucault

      13. Popper

      14. Schön

      15. Barnett

      16. Brookfield

      17. Maskell & Robinson

      18. Gailson

      19. Dror

      20. Beetham

      21. Žižek

   2. institutions of society

      1. Production

         1. Primary

            1. Agriculture

            2. Extractive industry

         2. Secondary

            1. Manufacturing

      2. Reproduction

         1. Religion

         2. Family

         3. Class

         4. Education

         5. Institutions of culture

            1. Art

            2. Music

      3. Defence?

      4. The commons?

      5. Concrete instances

   3. purpose of higher educattion

      1. filtration

         1. for employment

         2. for social status

         3. to exercise power

      2. training

      3. education

      4. The University

      5. spatial metaphors

         1. Higher

         2. Deeper

         3. Wider

         4. Further

      6. was there ever a "golden age"?

   4. academic identity

      1. Identity

      2. Community

         1. Cloister

         2. Corporation

      3. Third space

2. Learning theory

   1. biological bases of cognition

   2. -isms and -ologies

      1. realism

      2. idealism

      3. positivism

      4. critical realism

      5. social constructivism

      6. epistemologies

      7. ontology: identity and unity

         1. autonomy & discipline

         2. Personal (ego) identity: idiosyncratic & person-specific attributes; "who am I?"

            1. embodiment

               1. Bayne

            2. Self-conscious, experiential continuity

            3. Developmental

         3. Social identity: social-order attributes perceived by others

            1. Role

            2. Category

            3. Biography

         4. Identity projects

         5. Transpersonal psychology and distributed cognition

      8. taxonomies of disciplines

         1. Liberal arts

         2. HEFCE/HESA

   3. difference

      1. Inductive

      2. deductive

      3. learning cycle

      4. team roles

      5. learning styles

      6. identity politics

      7. accessibility

   4. criticality

      1. Barnett: exposing assumptions

      2. Brookfield, Fairclough, Bhabha: exposing power

      3. Scollon, Barthes, Bourdiu, Latour: exposing culture

   5. competence

      1. Knowledge

      2. skill

      3. awareness

      4. risk

      5. projects

3. Policy

   1. Levels of analysis

      1. Global

      2. National

      3. Regional

      4. Local

      5. Institutional

      6. Departmrntal

      7. Personal

   2. Drivers

      1. The Economy

      2. Quality & governance

      3. Global responsiveness

      4. Openness

      5. Funding

   3. Outcomes

      1. Efficiency

      2. Sustainable solutions

      3. Enhanced networks

      4. Participation

      5. Leadership

      6. Development

   4. Pragmatics

      1. Learning, teaching & assessment

      2. Research

      3. Business & Community Engagement

      4. Learning Resources

      5. Administration

      6. ICT Services

      7. Estates, environment & energy

      8. Mobile, location-aware, ambient, pervasive communication/connectivity/cloud/ computing (MLAPC)

4. Activities

   1. What does it mean to you?

      1. Your academic identity

   2. Methods

      1. Socratic

      2. Scholastic

      3. Scientific

      4. Reflective

      5. Goal directed

   3. Your personal timeline

      1. Your golden age

   4. Limits of responsibility

1. Aims and objectives: going wide big picture

   1. Contribute to the development of a scholarly & critical understanding of Higher Education in society

      1. criticality

   2. Explain and apply the concept of a covert curriculum to objective-led learning, teaching and assessment (and management)

      1. access & participation

   3. Apply your analysis of discourses of education and power to the sustainability of social order attributes and the institutions of society

      1. globalisation & internationalism

   4. Explore the contingencies of truth as it underlies disciplinary (experimental) methods

      1. responsibility & ethics

   5. Apply a richer understanding of your role in higher education to the improvement of learning for your students, yourself, your discipline and institution(s)

      1. curricular engagement

   6. Interpret and actualise HEA values in your practice

      1. academic community