In the 21st-century landscape of higher education, there is increasing consideration given to doc... more In the 21st-century landscape of higher education, there is increasing consideration given to documenting, managing, and regulating practices of teaching and learning in the university. In particular, there has been an emphasis on what students can expect of their experience of studying at university, and of the expectations around contact time with academic staff. This has led to the development of metrics that assess teaching intensity and value-for-money. Such developments anticipate certain modes of being with students, ones that tend to give scant attention to what it is to be in a relationship of mutual hospitality with another person. While we can think of hospitality more broadly in different educational contexts, especially in terms of moves toward an ethics of hospitality, there is also a space for thinking about a pedagogy of hospitality, especially as it may be realized in contemporary higher education. Here, hospitality is experienced in the pedagogical moment—through c...
Stanley Cavell (1926–2018) was an American philosopher who worked in the fields of ethics, aesthe... more Stanley Cavell (1926–2018) was an American philosopher who worked in the fields of ethics, aesthetics, and ordinary language philosophy. Known for his work on Austin, Wittgenstein, Emerson and Thoreau, and for his readings of film and literature, his writing is characterised by the extraordinary breadth of its literary references, and by its interweaving with the autobiographical. This chapter takes two themes from Cavell’s work: the idea of uncommon schooling (that he takes from Thoreau’s Walden), and the education of voice (which he develops from discussions of 1930s and 1940s Hollywood film) to argue that the educational force of Cavell’s work is significant, and as such is central to understanding his thinking. It will show how Cavell’s work offers insights into how we might think about what it means to be educated, and into the nature of a higher education.
The main point with which Mitsutoshi Takayanagi's paper is concerned is the application of t... more The main point with which Mitsutoshi Takayanagi's paper is concerned is the application of the picture of higher education as, depicted in Paul Standish's Beyond the Self (1992), to what is termed: 'the realities and practices of teacher education in colleges and in professional training'. Two opening remarks can be made in relation to this consideration. First, the paper is important in that it has relevance to both the initial training that teachers receive and also to their ongoing professional development. Both, it seems, are subject to the kind of closed, totalised economy that Standish's work highlights. This is particularly pertinent to the current situation in England given the introduction in September 2007 of new professional standards for teachers working with learners following compulsory schooling (LLUK, 2007) and with the additional requirement for such teachers to undertake and centrally log at least 30 hours of continuing professional develop...
Just what is a university? What is higher education? Even though higher education has ballooned w... more Just what is a university? What is higher education? Even though higher education has ballooned worldwide – such that it now accommodates around 200 million students – these two questions are not much posed. When they are, what is characteristically offered are answers of two kinds, both of which are entirely legitimate.
IntroductIon: “the Student experIence” It seems that you cannot read the educational press, or br... more IntroductIon: “the Student experIence” It seems that you cannot read the educational press, or browse social media, without coming across yet another league table of the best universities or colleges. Universities themselves eagerly await such rankings, and their websites vaunt that they are among the very best in terms of factors such as academic achievement, sports facilities, campus location, student diversity, student safety, or environmental awareness. More recently, there has been an increasing emphasis on rankings based on “the student experience”, and colleges and universities pursue relentlessly both measuring and improving it. As Paul Standish and Elizabeth Staddon note: “The phrase ‘student experience’ is now reiterated, as if de rigeur, in university policy statements.”1 Moreover, Peter Scott, Professor of Higher Education at a leading UK university, wrote recently:
In the 21st-century landscape of higher education, there is increasing consideration given to doc... more In the 21st-century landscape of higher education, there is increasing consideration given to documenting, managing, and regulating practices of teaching and learning in the university. In particular, there has been an emphasis on what students can expect of their experience of studying at university, and of the expectations around contact time with academic staff. This has led to the development of metrics that assess teaching intensity and value-for-money. Such developments anticipate certain modes of being with students, ones that tend to give scant attention to what it is to be in a relationship of mutual hospitality with another person. While we can think of hospitality more broadly in different educational contexts, especially in terms of moves toward an ethics of hospitality, there is also a space for thinking about a pedagogy of hospitality, especially as it may be realized in contemporary higher education. Here, hospitality is experienced in the pedagogical moment—through c...
Stanley Cavell (1926–2018) was an American philosopher who worked in the fields of ethics, aesthe... more Stanley Cavell (1926–2018) was an American philosopher who worked in the fields of ethics, aesthetics, and ordinary language philosophy. Known for his work on Austin, Wittgenstein, Emerson and Thoreau, and for his readings of film and literature, his writing is characterised by the extraordinary breadth of its literary references, and by its interweaving with the autobiographical. This chapter takes two themes from Cavell’s work: the idea of uncommon schooling (that he takes from Thoreau’s Walden), and the education of voice (which he develops from discussions of 1930s and 1940s Hollywood film) to argue that the educational force of Cavell’s work is significant, and as such is central to understanding his thinking. It will show how Cavell’s work offers insights into how we might think about what it means to be educated, and into the nature of a higher education.
The main point with which Mitsutoshi Takayanagi's paper is concerned is the application of t... more The main point with which Mitsutoshi Takayanagi's paper is concerned is the application of the picture of higher education as, depicted in Paul Standish's Beyond the Self (1992), to what is termed: 'the realities and practices of teacher education in colleges and in professional training'. Two opening remarks can be made in relation to this consideration. First, the paper is important in that it has relevance to both the initial training that teachers receive and also to their ongoing professional development. Both, it seems, are subject to the kind of closed, totalised economy that Standish's work highlights. This is particularly pertinent to the current situation in England given the introduction in September 2007 of new professional standards for teachers working with learners following compulsory schooling (LLUK, 2007) and with the additional requirement for such teachers to undertake and centrally log at least 30 hours of continuing professional develop...
Just what is a university? What is higher education? Even though higher education has ballooned w... more Just what is a university? What is higher education? Even though higher education has ballooned worldwide – such that it now accommodates around 200 million students – these two questions are not much posed. When they are, what is characteristically offered are answers of two kinds, both of which are entirely legitimate.
IntroductIon: “the Student experIence” It seems that you cannot read the educational press, or br... more IntroductIon: “the Student experIence” It seems that you cannot read the educational press, or browse social media, without coming across yet another league table of the best universities or colleges. Universities themselves eagerly await such rankings, and their websites vaunt that they are among the very best in terms of factors such as academic achievement, sports facilities, campus location, student diversity, student safety, or environmental awareness. More recently, there has been an increasing emphasis on rankings based on “the student experience”, and colleges and universities pursue relentlessly both measuring and improving it. As Paul Standish and Elizabeth Staddon note: “The phrase ‘student experience’ is now reiterated, as if de rigeur, in university policy statements.”1 Moreover, Peter Scott, Professor of Higher Education at a leading UK university, wrote recently:
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Papers by Amanda Fulford