In this Book

Higher Education Reconceived
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summary
In Higher Education Reconceived: A Geography of Change, authors Sherrie Reynolds and Toni Craven examine the process of change in higher education as they engage the reader in conversation in both how we relate to ourselves and to one another. They draw on modern and post-modern elements of higher education as well as personal narratives to address personal change, emergent change, and changing ideas about learning, curriculum, and communities of learning. The traditional view in higher education is that teaching causes learning. However, from the perspective of a new sciences view of chaos and complexity, they assess how, as our ideas of student learning, research, and disciplines have developed, our understanding of teaching has evolved as well. Throughout, the authors intimate a sense of the spiritual in the processes of teaching and learning. This impressively holistic volume, which engages the reader in dialogue with the authors while encouraging meditation on the multidimensional journey of teaching and learning, sheds new light on current paradigms of education as well as present ways of living together in a pluralistic and globally connected world. Opening each chapter with a labyrinth illustration to depict the winding and porous nature of the topic, this volume should find a place on every educator’s bookshelf. As teacher-scholars together discover a new understanding of higher education fit for our times, they should never forget that—as Sherrie put it—“Being a university professor is a sacred trust.”

Table of Contents

  1. Cover
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  1. Title Page, Copyright, Dedication
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  1. Contents
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  1. Introduction. Labyrinths
  2. pp. ix-xv
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  1. Chapter One. Personal Change
  2. pp. 2-7
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  1. Chapter Two. Emergent Change
  2. pp. 9-14
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  1. Chapter Three. Changing Ideas about Consciousness
  2. pp. 15-27
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  1. Chapter Four. Changing Ideas about Learning
  2. pp. 29-42
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  1. Chapter Five. Changing Ideas about Curriculum
  2. pp. 43-55
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  1. Chapter Six. Changing Ideas about Communities of Learning
  2. pp. 57-71
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  1. Notes
  2. pp. 72-83
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  1. List of Works Cited
  2. pp. 84-90
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  1. Index
  2. pp. 90-97
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  1. About the Authors
  2. p. 98
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  1. Credits
  2. p. 99
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