The Digital Revolution And The Coming Of The Postmodern University

In recent years, the powerful social, cultural and economic changes wrought by digital technology have led many to forecast the end of the university as we know it. This book employs extensive research and case studies to explain why these predictions, even if perhaps somewhat premature, are on solid ground. The Digital Revolution and the Coming of the Postmodern University shows how the internet, high-speed electronic communications and personal computers necessitate a radical rethinking of what is meant by 'higher education'. The book calls into question both the traditionalist's scepticism about the benefits of new technology, and the corporate e-learning advocate's failure to grasp that education is more than what happens on a computer screen. The author provides concrete data and models for more democratic, restructured systems of instruction that not only take advantage of advanced learning technologies, but promote the globalisation of higher education. This is an essential read for anyone concerned about the future of higher education.

Concerning the changing shape of the university, this book sets out the social, historical and philosophical aspects of the current digital transformation of education.

"In The New Inquisitions, Arthur Versluis conducts an investigation into the intellectual origins of totalitarianism. He traces totalitarianism's beginnings to the early and medieval Christian idea of heresy - the idea that there is one correct set of doctrines, and that dissent from them is a dangerous evil to be severely punished and eradicated by the Church. This idea would receive its fullest expression in the Catholic Inquisition. The organization and criminal proceedings of the Inquisition, Versluis believes, laid the foundation for later totalitarianism."--BOOK JACKET.

The 1960s and the 1970s marked a generational shift in architectural discourse at a time when the revolts inside universities condemned the academic institution as a major force behind the perpetuation of a controlling society. Focusing on the crisis and reform of higher education in Italy, The University as a Settlement Principle investigates how university design became a lens for architects to interpret a complex historical moment that was marked by the construction of an unprecedented number of new campuses worldwide. Implicitly drawing parallels with the contemporary condition of the university under a regime of knowledge commodification, it reviews the vision proposed by architects such as Vittorio Gregotti, Giuseppe Samonà, Archizoom, Giancarlo De Carlo, and Guido Canella, among others, to challenge the university as a bureaucratic and self-contained entity, and defend, instead, the role of higher education as an agent for restructuring vast territories. Through their projects, the book discusses a most fertile and heroic moment of Italian architectural discourse and argues for a reconsideration of architecture’s obligation to question the status quo. This work will be of interest to postgraduate researchers and academics in architectural theory and history, campus design, planning theory, and history.

Life confronts us with an endless stream of questions. Some are trivial. But some draw us into the deepest dimensions of human inquiry, a place where our decisions have profound implications for life and faith. Is there a God, and if so, how can I know anything about who or what God is? Is the quest for truth an elusive dream? How should I live and what should I value? What happens at the end of my biological existence? These questions lead people of every creed and belief to consider important existential concepts. But many people wrestle with the relationship between faith and reason as they dig into the roots of this theological and philosophical pursuit. Does a shared interest in a common set of questions indicate that philosophy and theology are close kin and allies, or are they competitors vying for our souls, each requiring a loyalty that excludes the other? In this Spectrum Multiview volume Steve Wilkens edits a debate between three different understandings of the relationship between faith and reason, between theology and philosophy. The first viewpoint, Faith and Philosophy in Tension, proposes faith and reason as hostile, exclusive opposites, each dangerous to the integrity of the other. The second, Faith Seeking Understanding, suggests that faithful Christians are called to make full use of their rational faculties to aid in the understanding and interpretation of what they believe by faith. In the third stance, Thomistic Synthesis, natural reason acts as a handmaiden to theology by actively pointing people toward salvation and deeper knowledge of spiritual truths. Bringing together multiple views on the relationship between faith, philosophy and reason, this introduction to a timeless quandary will help you navigate, with rigor and joy, one of the most significant discussions of the Christian community. Spectrum Multiview Books offer a range of viewpoints on contested topics within Christianity, giving contributors the opportunity to present their position and also respond to others in this dynamic publishing format.

Today, all librarians face daunting challenges posed by trends in technology, publishing, and education as the impact of a globalising information economy forces a rethink of both library strategic directions and everyday library operations. This book brings together the main issues and dilemmas facing libraries; the book clearly shows how to deal with them, and provides a best-practice guide to the solutions. Provides analysis of recent trends and relevant and viable solutions to problems facing all librarians Written by a highly knowledgeable and well-respected practitioner in the field Draws on the author’s international and practical experience in libraries and experience of leading-edge developments in the field

"This book presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process, challenging the assumption that information accessibility is synonymous with learning"--