La Universidad como alborotadora
Resumen Este artículo comienza considerando las afirmaciones de que, en muchos aspectos, el sector universitario tiene problemas y que hay una variedad de posibles razones para que se dé esta circunstancia. Basándose en las nociones etimológicas de la palabra inglesa «trouble» (problema o dificultad), el artículo sugiere que podemos situar la universidad de forma muy diferente: podemos verla no como una institución con problemas, sino más bien como un lugar que crea problemas y que agita la mente. Es una alborotadora. Sostiene que la universidad es, ipso facto, un lugar para la agitación y la perturbación de las mentes de tres maneras distintas. En primer lugar, partiendo de la idea del filósofo estadounidense Stanley Cavell sobre la expresión apasionada, considera el lugar donde se imparten las clases magistrales y explora cómo, en el encuentro de esta forma pedagógica, la universidad es una alborotadora. En segundo lugar, apoyándose en las ideas de Cavell sobre la invitación al diálogo, el artículo ofrece un relato extenso de la universidad cívica y, al hacerlo, muestra cómo esta institución es una alborotadora política. En tercer lugar, se basa en la evocadora novela de John Williams, Stoner (1965), para demostrar cómo, a través de las relaciones entre el profesor y el alumno, la universidad puede ser vista como una institución que alborota a las personas. El artículo concluye con el esbozo de dos relatos influyentes sobre la manera en que los académicos y los alumnos pueden sobrevivir y prosperar en la universidad, dadas las presiones cada vez más evidentes en el sector. Muestra que ambas cuestiones son problemáticas, y que la esperanza para la universidad, y para la reimaginación de su propósito como alborotadora, puede encontrarse en la propia cotidianidad de las formas en que hablamos entre nosotros.
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Bailey, M., and Freedman, D. (2011). The Assault on Universities: A Manifesto for Resistance. Pluto Press.
Bajak, A. (2014, May 12). Lectures aren’t just boring, they’re ine?ective, too, study ?nds. https://www.sciencemag.org/news/2014/05/lecturesarent-just-boring-theyre-ine?ective-too-study-?nds
Biggs, J. (2003). Teaching for Quality Learning at University. Second edition. Society for Research in Higher Education & Open University Press.
Brewer, J. D. (2013). The Public Value of the Social Sciences: An Interpretative Essay. Bloomsbury.
British Broadcasting Corporation (BBC) (2020a). Coronavirus: 13 UK universities 'could go bust without bailout'. https://www.bbc.co.uk/news/uk-53280965
British Broadcasting Corporation (BBC) (2020b). More students say university not value for money. https://www.bbc.co.uk/news/education-52999315
Buitendijk, S. (2017). Lectures: As archaic as bloodletting in an era of modern medicine. Times Higher Education, March 19. https://www.timeshighereducation.com/blog/lectures-as-archaic-as-bloodletting-in-era-of-modern-medicine
Cannon, R., & Newble, D. (2000). A Guide to Improving Teaching Methods: A Handbook for Teachers in University and College. Kogan Page.
Cavell, S. (2005). Philosophy the Day after Tomorrow. The Belknap Press of Harvard University Press.
Chronicle of Higher Education (2021). A major exodus: Inflexible remote-work policies could bring major staff turnover. https://www.chronicle.com/article/a-mass-exodus-inflexible-remote-work-policies-may-bring-major-staff-turnover-for-colleges
DfE – Department for Education, (2019). ITT Core Content Framework DFE-00015-2019. Department for Education.
Doidge, S., Doyle, J., & Hogan, T. (2020). The University in the Global Age: Reconceptualising the Humanities and Social Sciences for the Twenty-first century. Educational Philosophy and Theory, 52(11), 1126-1138. https://doi.org/10.1080/00131857.2020.1752186
Downes, M. (2017). University Scandal, Reputation and Governance. International Journal of Academic Integrity 13(8). https://doi.org/10.1007/s40979-017-0019-0
European University Association (EUA) (2020). Briefing: European Higher Education in the Covid 19 Crisis. EUA.
Evans, M. (2005). Killing Thinking; The Death of the Universities. Continuum.
Freire, P. (1970). Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. Penguin Books.
Fulford, A. (2013). Satisfaction, Settlement and Exposition: Conversation and the University Tutorial. Ethics and Education, 8(2), 114-122.
Fulford, A., (2016a). (Mis)-Understanding the Student Experience. PES Yearbook 2016.
Fulford, A. (2016b). Education: Expectation and the Unexpected. Studies in Philosophy and Education, 35(4), 415-425.
Fulford, A. (2017). Refusal and Disowning Knowledge: Re-Thinking Disengagement in Higher Education. Ethics and Education, 12(1), 105-115.
Fulford, A. (2020). Contracting with students: Re-thinking Higher Education as Invitation to Treat. Higher Education Quarterly, 74(1), 63-74.
Fulford, A., & Mahon, A. (2020). A Philosophical Defence of the University Lecture. Oxford Review of Education, 36(3), 363-374.
Goddard, J., Hazelkorn, E., Kempton, L., & Vallance, P. (Eds.) (2016). The Civic University: The Policy and Leadership Challenges. Edward Elgar Publishing.
Guardian (2019). “It’s cut-throat”: Half of UK academics stressed and 40 % thinking of leaving https://www.theguardian.com/education/2019/may/21/cut-throat-half-academics-stressed-thinking-leaving
Heffernan, T. A., & Heffernan, A. (2018). Language Games: University Responses to Ranking Metrics. Higher Education Quarterly, 72(1), 29-39. https://doi.org/10.1111/hequ.12139
Heidegger, M. (1962). Being and Time. Trans. J. Macquarrie and E. Robinson. Blackwell.
Honkimaki, S., Tynjala, P., & Valkonen, S. (2004). University Students’ Study Orientations, Learning Experiences and Study Success in Innovative Courses. Studies in Higher Education, 29(4), 431-449. https://doi.org/10.1080/0307507042000236353
Independent (2019). Thousands of EU academics left posts at leading British universities after Brexit vote. https://www.independent.co.uk/news/education/education-news/brexit-eu-academics-university-no-deal-professors-a9047616.html
Kaye. L., & Bates, E. A. (2016). The Impact of Higher Fees on Psychology Students’ Reasons for Attending University. Journal of Further and Higher Education 41(3), 379-392. https://doi.org/10.1080/0309877X.2015.1117597
Laurillard, D. (2002). Rethinking University Teaching. 2nd Edition. Routledge Falmer.
Lomer, S., Papatsiba, V., & Naidoo, R. (2018). Constructing a National Higher Education Brand for the UK: Positional Competition and Promised Capitals. Studies in Higher Education, 43(1), 134-153.
https://doi.org/10.1080/03075079.2016.1157859
Marcel, G. (1964). Creative Fidelity. Trans Robert Rosthal. Fordham University Press.
Moran, J. (2021). To the Anxious Humanities Scholar. Critical Quarterly, 63(2). 4-23. https://doi.org/10.1111/criq.12608
Organisation for Economic Co-operation and Development (OECD). (2019). Benchmarking Higher Education System Performance. OECD Publishing.
Organisation for Economic Co-Operation and Development (OECD. (2021). The State of Higher Education: One Year into the COVID-19 Pandemic. OECD Publishing.
Pruvot, E. B., Estermann, T., & Stoyanova, H. (2021). Public Funding Observatory Report 2020/2021, Part 2. EUA.
Readings, B. (1997). The University in Ruins. Harvard University Press.
Ritzen, J. (2015). European Universities during the Crisis: A Public Policy Perspective, with a Brief Excursion to the US. IZA Policy Paper 107. IZA.
Rolfe, G. (2013). The University in Dissent: Scholarship in the Corporate University. Routledge.
Sandel, M. (2016). What Money Can’t Buy: The Moral Limits of Markets. Allen Lane.
Small, A. (2014). In Defense of the Lecture. https://www.chronicle.com/article/in-defense-of-the-lecture/
Smyth, J. (2018). The Toxic University: Zombie Leadership, Academic Rock Stars and Neoliberal Ideology. Palgrave Macmillan.
Telegraph (2020). ‘Dumbed down’ university courses unfair to students. https://www.telegraph.co.uk/news/2020/07/02/dumbed-university-courses-unfair-students-says-minister/
Thoreau, H. D. (1854/1999). Walden. Oxford University Press.
Thoreau, H. D. (1862/2006). Walking. Cosmo.
Times Higher Education (THE) (2021). EU applications to UK universities plummet by 40 per cent. https://www.timeshighereducation.com/news/eu-applications-uk-universities-plummet-40per-cent.
Tokumistu, M. (2017). Long Live the Lecture! https://www.chronicle.com/article/long-live-the-lecture/.
Vansieleghem, N., & Masschelein, J. (2012). Education as Invitation to Speak: On the Teacher Who does Not Speak. Journal of Philosophy of Education, 46(1), 85-99.
Wilkinson, L. C., & Wilkinson, M. D. (2020). Value for Money and the Commodification of Higher Education: Front-line Narratives. Teaching in Higher Education, https://doi.org/10.1080/13562517.2020.1819226.
Williams, J. (1965/2012). Stoner. Vintage Books.
Bajak, A. (2014, May 12). Lectures aren’t just boring, they’re ine?ective, too, study ?nds. https://www.sciencemag.org/news/2014/05/lecturesarent-just-boring-theyre-ine?ective-too-study-?nds
Biggs, J. (2003). Teaching for Quality Learning at University. Second edition. Society for Research in Higher Education & Open University Press.
Brewer, J. D. (2013). The Public Value of the Social Sciences: An Interpretative Essay. Bloomsbury.
British Broadcasting Corporation (BBC) (2020a). Coronavirus: 13 UK universities 'could go bust without bailout'. https://www.bbc.co.uk/news/uk-53280965
British Broadcasting Corporation (BBC) (2020b). More students say university not value for money. https://www.bbc.co.uk/news/education-52999315
Buitendijk, S. (2017). Lectures: As archaic as bloodletting in an era of modern medicine. Times Higher Education, March 19. https://www.timeshighereducation.com/blog/lectures-as-archaic-as-bloodletting-in-era-of-modern-medicine
Cannon, R., & Newble, D. (2000). A Guide to Improving Teaching Methods: A Handbook for Teachers in University and College. Kogan Page.
Cavell, S. (2005). Philosophy the Day after Tomorrow. The Belknap Press of Harvard University Press.
Chronicle of Higher Education (2021). A major exodus: Inflexible remote-work policies could bring major staff turnover. https://www.chronicle.com/article/a-mass-exodus-inflexible-remote-work-policies-may-bring-major-staff-turnover-for-colleges
DfE – Department for Education, (2019). ITT Core Content Framework DFE-00015-2019. Department for Education.
Doidge, S., Doyle, J., & Hogan, T. (2020). The University in the Global Age: Reconceptualising the Humanities and Social Sciences for the Twenty-first century. Educational Philosophy and Theory, 52(11), 1126-1138. https://doi.org/10.1080/00131857.2020.1752186
Downes, M. (2017). University Scandal, Reputation and Governance. International Journal of Academic Integrity 13(8). https://doi.org/10.1007/s40979-017-0019-0
European University Association (EUA) (2020). Briefing: European Higher Education in the Covid 19 Crisis. EUA.
Evans, M. (2005). Killing Thinking; The Death of the Universities. Continuum.
Freire, P. (1970). Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. Penguin Books.
Fulford, A. (2013). Satisfaction, Settlement and Exposition: Conversation and the University Tutorial. Ethics and Education, 8(2), 114-122.
Fulford, A., (2016a). (Mis)-Understanding the Student Experience. PES Yearbook 2016.
Fulford, A. (2016b). Education: Expectation and the Unexpected. Studies in Philosophy and Education, 35(4), 415-425.
Fulford, A. (2017). Refusal and Disowning Knowledge: Re-Thinking Disengagement in Higher Education. Ethics and Education, 12(1), 105-115.
Fulford, A. (2020). Contracting with students: Re-thinking Higher Education as Invitation to Treat. Higher Education Quarterly, 74(1), 63-74.
Fulford, A., & Mahon, A. (2020). A Philosophical Defence of the University Lecture. Oxford Review of Education, 36(3), 363-374.
Goddard, J., Hazelkorn, E., Kempton, L., & Vallance, P. (Eds.) (2016). The Civic University: The Policy and Leadership Challenges. Edward Elgar Publishing.
Guardian (2019). “It’s cut-throat”: Half of UK academics stressed and 40 % thinking of leaving https://www.theguardian.com/education/2019/may/21/cut-throat-half-academics-stressed-thinking-leaving
Heffernan, T. A., & Heffernan, A. (2018). Language Games: University Responses to Ranking Metrics. Higher Education Quarterly, 72(1), 29-39. https://doi.org/10.1111/hequ.12139
Heidegger, M. (1962). Being and Time. Trans. J. Macquarrie and E. Robinson. Blackwell.
Honkimaki, S., Tynjala, P., & Valkonen, S. (2004). University Students’ Study Orientations, Learning Experiences and Study Success in Innovative Courses. Studies in Higher Education, 29(4), 431-449. https://doi.org/10.1080/0307507042000236353
Independent (2019). Thousands of EU academics left posts at leading British universities after Brexit vote. https://www.independent.co.uk/news/education/education-news/brexit-eu-academics-university-no-deal-professors-a9047616.html
Kaye. L., & Bates, E. A. (2016). The Impact of Higher Fees on Psychology Students’ Reasons for Attending University. Journal of Further and Higher Education 41(3), 379-392. https://doi.org/10.1080/0309877X.2015.1117597
Laurillard, D. (2002). Rethinking University Teaching. 2nd Edition. Routledge Falmer.
Lomer, S., Papatsiba, V., & Naidoo, R. (2018). Constructing a National Higher Education Brand for the UK: Positional Competition and Promised Capitals. Studies in Higher Education, 43(1), 134-153.
https://doi.org/10.1080/03075079.2016.1157859
Marcel, G. (1964). Creative Fidelity. Trans Robert Rosthal. Fordham University Press.
Moran, J. (2021). To the Anxious Humanities Scholar. Critical Quarterly, 63(2). 4-23. https://doi.org/10.1111/criq.12608
Organisation for Economic Co-operation and Development (OECD). (2019). Benchmarking Higher Education System Performance. OECD Publishing.
Organisation for Economic Co-Operation and Development (OECD. (2021). The State of Higher Education: One Year into the COVID-19 Pandemic. OECD Publishing.
Pruvot, E. B., Estermann, T., & Stoyanova, H. (2021). Public Funding Observatory Report 2020/2021, Part 2. EUA.
Readings, B. (1997). The University in Ruins. Harvard University Press.
Ritzen, J. (2015). European Universities during the Crisis: A Public Policy Perspective, with a Brief Excursion to the US. IZA Policy Paper 107. IZA.
Rolfe, G. (2013). The University in Dissent: Scholarship in the Corporate University. Routledge.
Sandel, M. (2016). What Money Can’t Buy: The Moral Limits of Markets. Allen Lane.
Small, A. (2014). In Defense of the Lecture. https://www.chronicle.com/article/in-defense-of-the-lecture/
Smyth, J. (2018). The Toxic University: Zombie Leadership, Academic Rock Stars and Neoliberal Ideology. Palgrave Macmillan.
Telegraph (2020). ‘Dumbed down’ university courses unfair to students. https://www.telegraph.co.uk/news/2020/07/02/dumbed-university-courses-unfair-students-says-minister/
Thoreau, H. D. (1854/1999). Walden. Oxford University Press.
Thoreau, H. D. (1862/2006). Walking. Cosmo.
Times Higher Education (THE) (2021). EU applications to UK universities plummet by 40 per cent. https://www.timeshighereducation.com/news/eu-applications-uk-universities-plummet-40per-cent.
Tokumistu, M. (2017). Long Live the Lecture! https://www.chronicle.com/article/long-live-the-lecture/.
Vansieleghem, N., & Masschelein, J. (2012). Education as Invitation to Speak: On the Teacher Who does Not Speak. Journal of Philosophy of Education, 46(1), 85-99.
Wilkinson, L. C., & Wilkinson, M. D. (2020). Value for Money and the Commodification of Higher Education: Front-line Narratives. Teaching in Higher Education, https://doi.org/10.1080/13562517.2020.1819226.
Williams, J. (1965/2012). Stoner. Vintage Books.
Fulford, A. (2022). La Universidad como alborotadora. Teoría De La Educación. Revista Interuniversitaria, 34(2), 1–22. https://doi.org/10.14201/teri.27819
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