Contemporary Issues in Education

Contemporary Issues in Education

Contemporary Issues in Education

Contemporary Issues in Education

Synopsis

Following the warm reception given to The Idea of Education, a volume of papers in this same Rodopi Series a second conference around similar themes was held at Oxford University and this book is the result. This edited book provides the reader with a fairly representative, coherent and cohesive statement of the 2003 Oxford conference. Quoting the Chancellor of Paris University with regretting that in the old days... lectures were more frequent... but now the time taken for lectures is being spent in meetings and discussions our keynote Frank McMahon made the profound observation that some of the issues around education have been with us for a surprisingly long time. Notwithstanding the longevity of some questions concerning education, this book details and examines contemporary educational practice and theory and as such it is a very important work. Dr David Seth Preston is Reader in Information Ethics at the University of East London, London, UK. His interests include: the legal implication, social issues and ethics of technology; the development and future of the university as an institution; and managerialism with all its ramifications.

Excerpt

“regretting that in the old days ….. lectures were more frequent ….. but now
the time taken for lectures is being spent in meetings and discussions”
Chancellor of University of Paris 1213

Following the success of the first ‘Idea of Education’ conference held at Mansfield College Oxford in 2002 and the subsequent edited volume, there was much enthusiasm and interest in a second conference. This conference was held the following year at the same venue. I hope this edited book, the second volume of the ‘Idea of Education’ project series, provides the reader a fairly representative, coherent and cohesive statement of the 2003 conference. Perhaps my abiding memory will be of the above quote, provided by Frank McMahon our keynote speaker, and cited in his chapter in this book which demonstrates that some of the questions raised around education have been with us for a surprisingly long time. The third ‘Idea of Education’ conference is to be held in Prague in August 2004, and I hope the quality of the presentation and informal discussion meets the high standards set by the previous two conferences.

In Chapter One of this volume, Denton Anthony and Lars Hallström examine how the proliferation and common use of information and communication technologies impact student behaviour and learning. Using a case study they investigate interactive learning to determine whether students and teachers have differing expectations of technologybased learning. They conclude that the causal factors affecting learning are discipline dependent and that there is a fundamental difference between student and teacher expectations of what constitutes “participation” and interaction.

In Chapter Two Gillian Howie analyses how harmony exists between quality audit processes and the functional purpose of the higher education system to produce performance driven, social ends. Dr Howie suggest that the increased use of new technologies into higher education has modified not only what and how education is delivered but also provided a vehicle for the restructuring of the sector to meet these political ends. She claims that as a result of harmonisation, learning has become an exchangeable good, critical reason has been converted into instrumental reason and the aim of practical-virtue has been replaced by skills accumulation and credit transfer.

In Chapter Three Luis Borges Gouveia examines issues raised for Higher Education by the development of sophisticated tools and techniques congruent with the Informtion Society. In particular Dr Gouveia investigates how virtuality provides the opportunity to cope with erstwhile . . .

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