The regional and the local

While I continue my work on the origins of liberal education in Europe, especially „Artes Liberales Association” that was active between 1996 and 2001 in Central and Eastern Europe, I am happy to report two things that might be of some interest.

 

First of all, Educational Philosophy and Theory has published some thought provoking articles on liberal arts in Europe. They merit particular attention because they are student contributions, which is heartening for both generational renewal of the movement towards more liberal education in the region, and because of the visibility such renowned platform might bring to it. Some of the articles are work originally prepared for 1st Liberal education student conference at Leuphana University Luneburg in 2016, though considerably improved by the authors and prof. Nigel Tubbs from University of Winchester and Jakob Dirksen. A lot of good work, so without further ado, those articles are (online first):

Bergland, B., 2017. The incompatibility of neoliberal university structures and interdisciplinary knowledge: A feminist slow scholarship critique. Educational Philosophy and Theory, 1857(July), pp.1–6. Available at: https://www.tandfonline.com/doi/full/10.1080/00131857.2017.1341297.

Claus, J., Meckel, T. & Pätz, F., 2017. The new spirit of capitalism in European Liberal Arts programs. Educational Philosophy and Theory, (June), pp.1–9. Available at: https://www.tandfonline.com/doi/full/10.1080/00131857.2017.1341298.

Cooper, N., 2017. Evaluating the liberal arts model in the context of the Dutch University College. Educational Philosophy and Theory, (July), pp.1–8. Available at: https://doi.org/10.1080/00131857.2017.1341299.

Haberberger, C., 2017. A return to understanding: Making liberal education valuable again. Educational Philosophy and Theory, (June), pp.1–8. Available at: https://www.tandfonline.com/doi/full/10.1080/00131857.2017.1342157.

Lundbye Cone, L., 2017. Towards a university of Halbbildung : How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. Educational Philosophy and Theory, (June), pp.1–11. Available at: https://www.tandfonline.com/doi/full/10.1080/00131857.2017.1341828.

Smith, A.J., 2017. Economic precarity, modern liberal arts and creating a resilient graduate. Educational Philosophy and Theory, (June), pp.1–8. Available at: https://www.tandfonline.com/doi/full/10.1080/00131857.2017.1341826.

Tidbury, I., 2017. Is twenty-first-century liberal arts modern? Educational Philosophy and Theory, (July), pp.1–7. Available at: http://doi.org/10.1080/00131857.2017.1341827.

 

 

On another note, as the (another) reform of Polish higher education, with a fancy name “Bill 2.0”, is getting in its final stage, technical solutions become a spot of collective academic attention. If the overall aim is to increase the potential of Polish universities – or “catch up” with Europe and the US, and among the means to this aim are performance based funding based on outputs (publications and grants), it might not be a bad idea to make Polish audience aware of models already implemented. As “ministerial registries” of academic journals, with individually assigned points every year, haunt the imagination of Polish scientists, it might not be the optimal solution. “Nauka i Szkolnictwo Wyższe” (‘Science and Higher Education’) asked me to translate for the Polish audience an article by prof. Gunnar Sivertsen from NIFU who developed the so-called “Norwegian model”, which, though not ideal, is said not to discriminate against the humanities and social sciences, increases transparency and access to scientific outputs. I would like to thank Emanuel Kulczycki and Krystian Szadkowski for their comments and editorial work. The translation can be accessed here:

Sivertsen, G., 2017. Finansowanie oparte na publikacjach – Model norweski (tłum. D.Kontowski). Nauka i Szkolnictwo Wyższe, 1(49), pp.47–60.

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