Download Free The Inception Of Modern Professional Education Book in PDF and EPUB Free Download. You can read online The Inception Of Modern Professional Education and write the review.

Christopher C. Langdell (1826-1906) is one of the most influential figures in the history of American professional education. As dean of Harvard Law School from 1870 to 1895, he conceived, designed, and built the educational model that leading professiona
This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.
A Companion to American Legal History presents a compilation of the most recent writings from leading scholars on American legal history from the colonial era through the late twentieth century. Presents up-to-date research describing the key debates in American legal history Reflects the current state of American legal history research and points readers in the direction of future research Represents an ideal companion for graduate and law students seeking an introduction to the field, the key questions, and future research ideas
This book presents an entirely new approach to professional learning based on perspectives of the knowledge society and, in particular, an interpretation of Knorr Cetina’s work on scientific ‘epistemic cultures’. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how: a) knowledge production and circulation take distinct forms in those fields; b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. By foregrounding an explicit concern for the role of knowledge in professional learning, the book goes much farther than the current fashion for describing ‘practice-based learning’. It will therefore be of considerable interest to the research, policy, practitioner and student communities involved with professional education/learning or interested in innovation and knowledge development in the professions.
In an age when everyone aspires to teach critical thinking skills in the classroom, what does it mean to be a subversive law teacher? Who or what might a subversive law teacher seek to subvert – the authority of the law, the university, their own authority as teachers, perhaps? Are law students ripe for subversion, agents of, or impediments to, subversion? Do they learn to ask critical questions? Responding to the provocation in the classic book Teaching as a Subversive Activity, by Postman and Weingartner, the idea that teaching could, or even should, be subversive still holds true today, and its premise is particularly relevant in the context of legal education. We therefore draw on this classic book to discuss, in the present volume, the consideration of research into legal education as lifetime learning, as creating meaning, as transformative and as developing world-changing thinking within the legal context. The volume offers research into classroom experiences and theoretical and historical interrogations of what it means to teach law subversively. Primarily aimed at legal educators and doctoral students in law planning careers as academics, its insights speak directly to tensions in higher education more broadly.
This volume contains the customary mix of learned articles, book reviews, conference reports and bibliographical information, which makes this publication useful for the historian of higher education. Subjects covered in this volume include: The Viterban Stadium of the 16th century; Scholarly reputations and international prestige; and The Netherlands, William Carstares, and the reform of Edinburgh University, 1690-1715.
The essays in this volume deal with the legal history of the Province of Quebec, Upper and Lower Canada, and the Province of Canada between the British conquest of 1759 and confederation of the British North America colonies in 1867. The backbone of the modern Canadian provinces of Ontario and Quebec, this geographic area was unified politically for more than half of the period under consideration. As such, four of the papers are set in the geographic cradle of modern Quebec, four treat nineteenth-century Ontario, and the remaining four deal with the St. Lawrence and Great Lakes watershed as a whole. The authors come from disciplines as diverse as history, socio-legal studies, women's studies, and law. The majority make substantial use of second-language sources in their essays, which shade into intellectual history, social and family history, regulatory history, and political history.
The essays in this volume deal with the legal history of the Province of Quebec, Upper and Lower Canada, and the Province of Canada between the British conquest of 1759 and confederation of the British North America colonies in 1867. The backbone of the modern Canadian provinces of Ontario and Quebec, this geographic area was unified politically for more than half of the period under consideration. As such, four of the papers are set in the geographic cradle of modern Quebec, four treat nineteenth-century Ontario, and the remaining four deal with the St. Lawrence and Great Lakes watershed as a whole. The authors come from disciplines as diverse as history, socio-legal studies, women’s studies, and law. The majority make substantial use of second-language sources in their essays, which shade into intellectual history, social and family history, regulatory history, and political history.
Renowned legal historian Lawrence Friedman presents an accessible and authoritative history of American law from the colonial era to the present day. This fully revised fourth edition incorporates the latest research to bring this classic work into the twenty-first century. In addition to looking closely at timely issues like race relations, the book covers the changing configurations of commercial law, criminal law, family law, and the law of property. Friedman furthermore interrogates the vicissitudes of the legal profession and legal education. The underlying theory of this eminently readable book is that the law is the product of society. In this way, we can view the history of the legal system through a sociological prism as it has evolved over the years.
This book examines four types of shortcuts in the history of American education—streamlined paths to vocational success, cultural sophistication, college credentials, and the efficient use of English. The chapters profile Norman Rockwell, the Harvard Classics, Cliff Notes, speed reading, a Doctor of Arts diploma for college teachers, and other riveting examples of time-savers that attracted millions of ambitious Americans since the late 19th century.