Panel on Future of Higher Educati
Created by on 6/27/2016 8:47:26 PM

Future Prospects for Higher Education: Key Drivers of Sustainability Examined

November 17, 2015 @ 4:00 p.m.         Woodward (IRC) Room 1

Panel

Jens Zimmermann, Canada Research Chair in Interpretation, Religion and Culture, Trinity Western University

Bruce Hindmarsh, James M. Houston Professor of Spiritual Theology, Regent College

Emily Osborne, PhD Cambridge University, Postdoctoral Fellow in English at UBC

Ron Dart, Associate Professor in the Department of Philosophy and Politics, University of the Fraser Valley

Abstract

In a recent Globe and Mail article, CNN’s reporter Farheed Zakaria posits the tough question, “Is liberal-arts education more than a nostalgia for a bygone era of higher learning, now out of sync with today’s hyper-competitive, skills-based economies?” Such questions are posed by many powerful leaders. In a different issue of the Globe, Alan Wildeman, President and Vice-chancellor of University of Windsor, adjures us to think more deeply about the subject in an article entitled “We ignore liberal arts at our peril”. He argues that the liberal arts is essential for civility, democracy, wise decision-making and basic competence in the job world. As a multicultural country playing in the global arena, Canada needs a citizenry that learns and studies human differences, history of ideas, social behaviors and cultural traditions. Does higher education encourage the pursuit of important aspects of character development together with academic excellence? Is it innovative, socially relevant and sustainable? Does it prepare students for negotiating an increasingly complex and competitive globalized world? What part of education will inspire and engage their imagination in the pursuit of an active citizenship and civil discourse? Post-secondary education has a large cultural and economic influence in Canada. It shapes the future, while building on a critical appreciation of the past. In its community, UBC Vancouver has 10,000 postgraduate and 41,000 undergraduate students from around the world. They come with high hopes for skill and credential development, they long to contribute to meaningful research and acquire a career specialty. A large percentage hope to work towards a better world. At the same time, higher education is under intense pressure from various forces (intrinsic and extrinsic), currently pulling it in different directions, amidst conflicting public and political expectations. In the early history of universities like Oxford and Cambridge, Harvard and Yale, Queen’s and McGill, character formation was a central priority. It is timely for this distinguished panel to reflect upon the purpose and trajectory of the contemporary university, and the goods it is wise to pursue in the future.

http://www.theglobeandmail.com/globe-debate/we-ignore-the-liberal-arts-at-our-peril/article26228215/ Alan Wildeman September 7, 2015

http://www.nationalpost.com/m/related/Todd+higher+education+rediscover+soul/6755035/story.html Douglas Todd Can Higher Education Rediscover its ‘Soul’?

Panel Information

Jens Zimmermann, Canada Research Chair for Interpretation, Religion, and Culture at Trinity Western University, received his Ph.D. in Comparative Literature from UBC and his Doctorate in Philosophy from the Johannes Gutenberg University in Mainz, Germany. His research interests in include continental philosophy (especially hermeneutics), theological anthropology, the theology of Dietrich Bonhoeffer, and Christian humanism. He is author of Humanism and Religion: A Call For the Renewal of Western Culture (OUP 2012), and more recently of Hermeneutics: A Very Short Introduction, also with Oxford University Press.

Dr. Emily Osborne is currently a SSHRC-postdoctoral fellow in the Department of English, University of British Columbia. She received her PhD and MPhil from Cambridge University, where she studied medieval English, Icelandic and Scandinavian languages and literature. Her current research is interdisciplinary and transcultural, spanning literature from the seventh to fifteenth centuries in four languages, and engaging with sociolinguistics and philosophy of mind. Her academic publications and research projects are concerned with the history of rhetoric, poetic theory and metaphor theory, intentionality, and speech acts.

Bruce Hindmarsh took his D.Phil. degree in theology at Oxford University in 1993.  From 1995 to 1997 he was also a research fellow at Christ Church, Oxford.  He has since published and spoken widely to international audiences on the history of early British evangelicalism.  He is the author of two major booksJohn Newton and the English Evangelical Tradition (Oxford University Press, 1996) and The Evangelical Conversion Narrative (Oxford University Press, 2005). Bruce has been the recipient of numerous teaching awards, research grants and fellowships.  He has been a Mayers Research Fellow at the Huntington Library and a holder of the Henry Luce III Theological Fellowship.  A fellow of the Royal Historical Society, he is also a past-president of the American Society of Church History. He teaches the history of Christian spirituality at Regent College. 

Ron Dart has taught in the department of political science, philosophy, religious studies at University of the Fraser Valley since 1990. He was on staff with Amnesty International in the 1980s. Ron has published more than 30 books/booklets, including books on Stephen Leacock, George Grant and the classical Canadian Red Tory tradition.

http://www.collegecrunch.org/professors/the-20-most-brilliant-christian-professors/       20 Most Brilliant Christian Professors

Some Readings

Clark Kerr, The Uses of the University.

Howard Gardner, 5 Minds for the Future.

Charles Taylor, A Secular Age. (2007)

Isaac Asimov, The Roving Mind.

Michael Polanyi, Personal Knowledge:Towards a Post-Critical Philosophy.

David Brooks, The Road to Character.

Linda Zagzebski, Virtues of the Mind: an inquiry into the nature of virtue and the ethical foundation of knowledge. (Cambridge, 1996)

Josef Pieper, The Four Capital Virtues

George Marsden, The Soul of the American University: from Protestant establishment to established nonbelief.

George Marsden and Bradley J. Longfield, The Secularization of the Academy. (1992)

Harry Lewis, Excellence Without a Soul: Does Liberal Education have a Future?

Sir Ken Robinson, The Element: How Finding Your Passion Changes Everything.

Tom McLeish, Faith and Wisdom in Science. http://www.theguardian.com/science/2014/sep/19/faith-wisdom-science-tom-mcleish-review

Douglas V. Henry and Michael Beaty (eds.), Christianity and the Soul of the University: Faith as a Foundation for Intellectual Community.

Timothy W. Burns and Peter Augustine Lawler, The Future of Liberal Education.

Anthony Kronman, Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life.

John Somerville, The Decline of the Secular University.

John Cobb Jr., Spiritual Bankruptcy.

Brad Gregory, The Unexpected Reformation: how a religious revolution secularized society.

John Henry Newman, The Idea of a University.

Susan Cain, Quiet: the power of introverts in a world that can’t stop talking.

Douglas Thomas and John Seely Brown, A New Culture of Learning: Cultivating the Imagination for a World of Constant Change.

Anya Kamenetz, DIY U: The Transformation of Higher Education.

Elizabeth Losh, The War on Learning: Gaining Ground in the Digital University.

David Lyle Jeffrey and Dominic Manganiello, Rethinking The Future of the University.

Jeffrey SellingCollege (Un)Bound: the future of higher education.

Alexander W. Austin and Helen Austin, Beyond 2020: Envisioning the Future of the University in America.

R. L. Geigler and C. L. Colbeck, Future of the American Public Research University.

Josef A. Mestenhauser, Reflections on the Past, Present and Future of Internationalizing of Higher Education: Discovering Opportunities to Meet the Challenges. 

Mortimer J. Adler and Charles van Doren, How to Read a Book: the classic guide to intelligent reading.

 

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King’s College Chapel Cambridge

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Barber Learning Centre, UBC


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