Citation

Liberal learning, social responsibility, and the higher education curriculum in South Africa

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Abstract:

Central to the project of liberal education in its Western sense is the idea of individual freedom, independence and autonomy, through the enculturation of the mind, which gives rise to the widening of opportunities for self-development, self-enrichment and self-fulfillment in society. However, while celebrated over many years in the Western world, its success as autonomy-enhancing strategy under present circumstances in the developing world requires conceptualizing curricula and pedagogy grounded in “an appreciation of the contemporary experience of the self in its social world and embedded in its deep historical roots” to use Quicke’s (1996:1) words. It is important to understand the fate of liberal education in present circumstances in developing countries outside the box of the traditional universalizing approaches to grasp the variety, complexity and dogmatism of meanings, and the significance it assumes in these settings. We argue in this paper that our understanding of the range of current academic and educational practices that could well claim the notion of “liberal education” through the enculturation of the mind, citizenship and/or social justice and human rights, critical thinking, personal autonomy and so forth, has deep historical roots, that allow us to speak of the pursuit of the same or similar ideals through alternative pathways.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494029_index.html
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MLA Citation:

Cross, Michael. "Liberal learning, social responsibility, and the higher education curriculum in South Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494029_index.html>

APA Citation:

Cross, M. "Liberal learning, social responsibility, and the higher education curriculum in South Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494029_index.html

Publication Type: Panel Paper
Abstract: Central to the project of liberal education in its Western sense is the idea of individual freedom, independence and autonomy, through the enculturation of the mind, which gives rise to the widening of opportunities for self-development, self-enrichment and self-fulfillment in society. However, while celebrated over many years in the Western world, its success as autonomy-enhancing strategy under present circumstances in the developing world requires conceptualizing curricula and pedagogy grounded in “an appreciation of the contemporary experience of the self in its social world and embedded in its deep historical roots” to use Quicke’s (1996:1) words. It is important to understand the fate of liberal education in present circumstances in developing countries outside the box of the traditional universalizing approaches to grasp the variety, complexity and dogmatism of meanings, and the significance it assumes in these settings. We argue in this paper that our understanding of the range of current academic and educational practices that could well claim the notion of “liberal education” through the enculturation of the mind, citizenship and/or social justice and human rights, critical thinking, personal autonomy and so forth, has deep historical roots, that allow us to speak of the pursuit of the same or similar ideals through alternative pathways.


Similar Titles:
Liberating educational research in multilingual contexts: Methodology, social responsibility and learning from the South

National-liberation, Neo-liberalism and Educational Change: The Case of Post-Apartheid South Africa

Neo-liberalism, Social Justice, and Gender in Japanese and British Higher Education: Some Implication for the US Higher Education


 
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