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The Courage to Inquire is an informed, behind-the-scenes look at American higher education. Thomas Ehrlich, former President of Indiana University, brilliantly delineates and analyzes all of the key issues currently debated in higher education, the role of research versus teaching, the importance of research for its own sake, the qualities that make a good teacher, and the necessity for professors to serve their communities. What are the ingredients of great teaching? What do undergraduates need to learn? Can college teach values? Why is research not a dirty word? Are teaching and research at odds? How do universities help economic growth? Does it make sense to integrate community service into the curriculum? These are some of the questions that Ehrlich confronts based on his experience at Indiana University. He also deals with the most troublesome and in some cases controversial issues challenging universities: the complexities of planning in today's complicated world, tenure, the challenge of educating the new majority (non-traditional students), how to enhance minority presence on predominately white campuses, how to combat bigotry, the necessity of resisting political correctness, and the difficulties of keeping athletics within bounds (an issue that received considerable publicity in Ehrlich's first year at Indiana). He ends with an eloquent statement regarding the importance of a university education instilling the courage to inquire and the morality of reason.
Focusing on the theme of the discrepancy between ideal and reality, this volume brings together ten previously unpublished studies on aspects of social and political change in modern China.
Understanding Education and Economics explores the multiple ways in which the field of education and schooling has become closely aligned with economic imperatives and interests, and the impact of this on learning and teaching. In particular, the increasing influence of economic arguments, economic ideologies and government involvement in education have made apparent that there is a need to reflect and talk about economic influences and trends in education. Drawing on the expertise of educationalists around the world, the book articulates key debates and theoretical perspectives which can give both students and staff across several courses within the study of education a framework for discussing and analysing how economics defines and shapes the nature and purposes of education. The chapters offer discussions and reflections on key issues, including: the historical developments that led to the creation of a formal education system in England and Wales; the ways in which neoliberalism underpins education, including the coercion of education to serve economic needs; the economics of the university as an institution. Addressing philosophical, sociological, historical, psychological and social issues in education and encouraging readers to pose questions about the nature of education, this book is a valuable resource for students and staff alike and will allow them to broaden perspectives on what education could be for, and what it should be for.