Title Course Correction
Subtitle A Map for the Distracted University
Author Paul W. Gooch
ISBN 9781487523565
List price USD 28.95
Price outside India Available on Request
Original price
Binding Paperback
No of pages 256
Book size 153 x 229 mm
Publishing year 2019
Original publisher University of Toronto Press
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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Review:

 “While there are other contemporary books that examine particular dimensions of the university, Course Correction is the only recent one that turns anew to the reasons universities exist and the prerequisites for their success. Gooch’s long and illustrious career as a scholar and university leader places him among a select few who could address these issues with the erudition evident in this book. Gooch acknowledges that his is a task of explanation; he brings a fresh perspective to an established subject.”

Peter MacKinnon, President Emeritus, University of Saskatchewan, Officer of the Order of Canada


Description:

Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university’s business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community.

Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, “Is it now all about students?” Secondly, in questioning “What knowledge should undergraduates gain?” it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking “What and where are well-placed universities?” the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space.


Contents:

Preface

Introduction

Part I: Five Assertions

Chapter 1. It’s All about Knowledge, Period • It’s about Knowledge • The Knowledge Functions of the University • A Distinguishing Knowledge Function? • Is It Really Just about Knowledge?

Chapter 2. Reputation Requires Integrity • Public Perception: Reputation • Public Confidence: Trust • Integrity and Public Trust

Chapter 3. Autonomy Is Precarious but Necessary • Ivory and Glass, Tower and Mall • Engagement • Employability • University Autonomy • Formal and Practical Autonomy • Government and Universities • Autonomy in Canada • Government Interests and Influence • Government Interests and Influence: Ontario • Government Interests and Influence: The United Kingdom • The University and Its Donors • The Challenges of Defending Autonomy • Responsibility for Defending University Autonomy

Chapter 4. Academic Freedom Is Necessary and Messy • Fundamental Freedoms • Academic Freedom • Grounding Academic Freedom • Determining Limits to Academic Freedom • Academic Freedom and Tenure • The Scope of Academic Freedom • Who Has Academic Freedom? • What’s Protected by Academic Freedom? • The Responsibilities and Irresponsibilities of Academic Freedom • Can Academic Freedom Be Defined? • Academic Freedom and Freedom of Speech: Disrespect, Dissent, Disruption • Academic Freedom and the Freedoms of Conscience and Religion

Chapter 5. Decision Making Is Complicated: Boards, Colleagues, Presidents, Peers • Academic Administration • The Authority of Peers • Peers as Those Who Share in the Academic Form of Life • Peer Assessment • The Character of University Administration • Governance Structures • Council and Senate as Collegial Governance • The Responsibilities of the Board • Transparency and Accountability • How Accountable Are Universities? • A Concluding Comment: The President and the Board Chair

Part II: Three Questions

Chapter 6. Is It Now All about Students? • Teaching Matters • Serving Students • What’s Good for Students Is Good for the University • What’s Good Is Not Unqualifiedly So • Unavailed Benefits • Inappropriate Expectations • Students Are Really Students • Obligations and Entitlements • The Social Burden of the University • In loco cuiuscumque? • Responsibility Diffused • Diluted Mandate? • Order, Discipline, and Autonomy • Conclusion

Chapter 7. What Knowledge Should Undergraduates Gain? • Skills? • Critical Thinking? • Liberal Education? • Liberal Education as Socratic Education • The Freedoms and Responsibilities of a University Education • Seven Epistemic Convictions: Knowledge about Successful Knowing • Convictions One and Two • Conviction Three • Conviction Four • Conviction Five • Conviction Six • Conviction Seven • Epistemic Attitudes for Successful Knowing • Epistemic Humility • The Courage to Persist • Respect for Truth • Openness to Past Wisdom • Comfort with Ambiguity and Judgment • Character and Socratic Education • Professional Education and Socratic Education • How Is Socratic Knowledge to Be Realized in the Undergraduate Experience? • Education Is Interrogative Conversation • Education Is Personal • Education Is More than a Matter of Degrees • Curriculum and Socratic Education

Chapter 8. What and Where Are Well-Placed Universities? • In What Place? • The Meanings of Place • Place and Belonging • Body as Elemental Place • Attitudes to Somatic Identity and Place • Technology and Somatic Place • Embodied Education • Universities and Particularities of Place • Temporal Place and Belonging • The Opportunities of Locative Place • Undistracted and Well-Placed Universities: In Conclusion

Chapter 9. Epilogue: Apologia pro Vita Sua

Notes

Index


About the Author:

Paul W. Gooch is President Emeritus and Professor of Philosophy at Victoria University in the University of Toronto.


Target Audience:

People interested in education and educational organisations/institutions.

 
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