The Critical Graduate Experience is a collection of scholarly reflections on the possibilities of a new vision for critical studies. It is a remarkable book that provides daring analyses from the vantage of the graduate student experience. Drawing from individual knowledge and research, the authors invite you to re-imagine education for justice. Barry Kanpol opens the work with a brilliant meditation on joy and cynicism in university classrooms and educational theory. The book continues to unfold as an (...) open and honest conversation with doctoral students and recent graduates concerning the ethics of higher education. In a true critical approach, each chapter problematizes a new facet of academic assumptions and practices as they touch the lives of students. The authors explore the ethical implications of acknowledging student spirituality and expanding the role of critical education studies. The book concludes with a transparent self-critique on the process and ethics of graduate students writing for publication. This is a wonderful text, guiding students and professors as they enter into dialogue on the ethics of an authentic critical education studies. Classes on practical ethics, educational spirituality, student voice, collaborative publishing, and critical pedagogy could benefit from the insights offered here. Daring to believe that student experience and knowledge have a place in the world of academic publishing, this book is both a prophetic proclamation of and humble invitation to a new future in the field. (shrink)

This comprehensive volume enables readers to develop an understanding of the principles of fluid mechanics and to utilize problem-solving approaches for handling, transferring, and processing fluids.

This book explores the future of doctoral research and what it means to be involved in all stages of the process, providing international insights into what's changing, why it's changing and how to work best with these changes. It looks at the key issues that have been thrown into sharp relief by crises such as world pandemics. Drawing on work from outstanding authors, this book shows the ways in which the doctoral process has altered the supervisor/supervisee model, the (...) challenges that now need to be managed and demonstrates the importance of aligning all the stakeholders, systems and processes to ensure a successful future for doctoral education. Bringing together a range of perspectives, innovative practices and rigorous research this book tackles topics such as: how doctoral research changes in keeping with the global expansion and transformation of doctoral education programs the significant influence funding bodies - be they charities, governments, businesses, or non-governmental agencies - can have on doctoral research the extent to which doctoral research penetrates daily life and vice versa, and how to encourage and embed an ethical approach to research, as well as university responses to external challenges Uniquely international and bringing together the many stakeholders in the research business, this book is essential reading for all doctoral supervisors, candidates, and anyone involved in designing or organising research programmes for early career researchers and doctoral students. (shrink)

These 'letters to an undergraduate' were published in 1845, two years after the death of their author, Thomas Whytehead. His outstanding student career at Cambridge suggested that he would remain in academic life, but having been ordained a deacon and then a priest, he volunteered for missionary work, and in 1841 sailed for the southern hemisphere as chaplain to the newly appointed Bishop Selwyn. He became seriously ill on arrival in Australia, and died in New Zealand the following year. (...) This work was created during Whytehead's time as a curate, and later on his travels: he felt strongly that new undergraduates at Oxford and Cambridge should have a spiritual and moral guide to life in college as well as a history of university institutions and customs. The letters cover the collegiate system, discipline, rooms, the chapel and hall, the lecture room and library, and the lasting importance of college friends. (shrink)

The Nordic PhD: Surviving and Succeeding is an edited book written for prospective and current doctoral students by a mix of doctoral students and those who have recently completed their doctorates. The premise is simple: if you could go back in time and talk with yourself when you began your studies, what advice would you give? Isn't hindsight a bonus? If only I knew then what I know now! The Nordic PhD: Surviving and Succeeding follows editions focused on study in (...) Aotearoa New Zealand, Australia, the U.K., U.S., and South Africa. What sets The Nordic PhD: Surviving and Succeeding apart from many others on the market is its down-to-earth and practical approach. Furthermore, its originality also lies in the fact that it is grounded in the context of doctoral studies in the Nordic countries. (shrink)

Scholars agree that college graduation is positively associated with civic engagement. They are less certain about why. College graduates are more likely to grow up in advantaged households and have higher household income and access to social capital after graduation than non-graduates. These pre and post college factors are positively related to civic engagement. However, some suggest that college itself encourages graduates to be more involved. The goal of this study was to compare the pre college, college, and post college (...) predictors of civic engagement using data from surveys of over 5,000 alumni of a large U.S. public university. Results show that college extracurricular activities and discipline studied in college, and post college social capital are the most important predictors of graduates' civic engagement. These findings help explain why college graduates are more involved, advance social capital theory, and suggest strategies for increasing civic engagement. (shrink)

Data from 590 college graduates are used to assess the relationship between family employment status and gender role attitudes for a predominately European American sample. The women in this study are employed full time, part time, or are full-time homemakers, and all report being married to men employed full time. The men in the study are all employed full time and report having wives who are employed full time, part time, or are full-time homemakers. Controlling for the effects of selected (...) background factors, full-time employed women are the most supportive of nontraditional family gender roles, followed by part-time employed women. The attitudes of homemakers are more similar to those of the men. Few significant differences exist when comparing the men with full-time employed wives, those with part-time employed wives, and men married to homemakers. The findings suggest an important link between work experiences, lifestyle choices, and gender role attitudes, particularly for women. (shrink)

Das Buch stellt aktuelle Untersuchungsergebnisse aus Soziologie, Erziehungswissenschaft, Psychologie und anderen Disziplinen vor, die auf der Basis qualitativer Forschungsansätze oder aus einer Verbindung qualitativer und quantitativer Forschungsansätze entwickelt wurden.

Entering graduate school -- An academic career or not? -- Being an assistant professor -- Academic midlife -- The endgame.

In lieu of an abstract, here is a brief excerpt of the content:Graduate Student Member Spotlights Blog for SBCS:Chera Jo WattsChera Jo WattsMy name is Chera Jo Watts, and I am a first-year doctoral student at the University of Georgia in the Department of Religion and Institute for African American Studies. I am a mother, writer, gardener, yoga practitioner, and artist striving toward what Darlene Clark Hines labels a "Black Studies Mindset." As a first-generation college graduate from a (...) poverty-class background, my degrees include a Bachelor of Science in Psychology, a Master of Arts in Religion, and a Graduate Certificate in African American Studies from the University of Georgia. My broad research interests include African American women's religion and literature, focusing primarily on Womanism, and bridging the gap between the Academy and the everyday. I assert that we have much to learn from our ancestors and from each other while living and operating in what Black Buddhist bell hooks labels an imperialist white supremacist capitalist cispatriarchy. These teachings facilitate personal and communal healing as we continuously dismantle white supremacy in the tangible ways we can from the spaces that we occupy. Also, I currently serve as the Graduate Teaching Assistant in the Institute for African American Studies at the University of Georgia.Within SBCS, I am a graduate student member, and I strongly encourage other graduate students to consider membership in this organization. This community consists of imaginative and generous scholars, and you could make numerous international connections within the field of religious studies (along with other disciplines). As the current Executive Associate for Digital Services, I currently support the Society in a professional role through web updates, monitoring email, and various tasks as instructed by the governing board.How do your research interests relate to the SBCS? What are you working on at the moment?I am currently learning from published Womanists-Buddhists, and SBCS has published several journal articles focused on this thread of Womanist thought and scholarship (especially see Volumes 34, 2014, and 36, 2016). I am grateful to be in conversation with these folks through their work.In May 2022, I finished my Master's Thesis (published in ProQuest) under the direction of Dr. Carolyn Jones Medine. My thesis focuses on Womanist Buddhist thought in the works of Alice Walker while paying special attention to her first novel, The Third Life of Grange Copeland, and then tracing the importance of her Buddhist practice across other works, such as essays and poetry. My first peer-reviewed journal [End Page 273] article was also published in 2022. Reading between the Times: An Ongoing Womanist Buddhist Project may be accessed online through MDPI, and it was included as part of a Special Edition of the journal which focused on spirituality, identity, and resistance in African American literature. At the moment, I have a few journal articles in process which extend this work, and I expanded the analysis to include Black Buddhist bell hooks. For hooks, I am especially interested in her focus on living from a "love ethic," and I'm grateful for an upcoming panel presentation at the 2023 bell hooks Symposium hosted by Berea College this June. Finally, along with Dr. Carolyn Jones Medine, I am co-authoring an Oxford Bibliography entry for "Alice Walker," in which we acknowledge the importance of Walker's spiritual practices, including Buddhism, on her life and writings.Contact information: [email protected] | University of Georgia | Institute for African American Studies and Department of Religion. [End Page 274]Chera Jo WattsExecutive Associate for Digital ServicesCopyright © 2023 University of Hawai'i Press... (shrink)

In recent years, several remarkable results have shown that certain theorems of finite combinatorics are unprovable in certain logical systems. These developments have been instrumental in stimulating research in both areas, with the interface between logic and combinatorics being especially important because of its relation to crucial issues in the foundations of mathematics which were raised by the work of Kurt Godel. Because of the diversity of the lines of research that have begun to shed light on these issues, (...) there was a need for a comprehensive overview which would tie the lines together. This volume fills that need by presenting a balanced mixture of high quality expository and research articles that were presented at the August 1985 AMS-IMS-SIAM Joint Summer Research Conference, held at Humboldt State University in Arcata, California.With an introductory survey to put the works into an appropriate context, the collection consists of papers dealing with various aspects of 'unprovable theorems and fast-growing functions'. Among the topics addressed are: ordinal notations, the dynamical systems approach to Ramsey theory, Hindman's finite sums theorem and related ultrafilters, well quasiordering theory, uncountable combinatorics, nonstandard models of set theory, and a length-of-proof analysis of Godel's incompleteness theorem. Many of the articles bring the reader to the frontiers of research in this area, and most assume familiarity with combinatorics and/or mathematical logic only at the senior undergraduate or first-year graduate level. (shrink)

The work reported in this monograph was begun in the winter of 1967 in a graduate seminar at Berkeley. Many of the basic data were gathered by members of the seminar and the theoretical framework presented here was initially developed in the context of the seminar discussions. Much has been discovered since1969, the date of original publication, regarding the psychophysical and neurophysical determinants of universal, cross-linguistic constraints on the shape of basic color lexicons, and something, albeit less, can (...) now also be said with some confidence regarding the constraining effects of these language-independent processes of color perception and conceptualization on the direction of evolution of basic color term lexicons. (shrink)

In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, and their major practical theoretical contributions. Elizabeth Valentine has an international reputation as an eminent scholar and pioneer in the field of philosophy and history of psychology. This selection brings together some of her best work over the last thirty years. A specially written introduction gives an overview of (...) her career and contextualises the selection in relation to changes in the field during this time. The first section on 'Philosophy' covers work on different theoretical approaches to psychology, introspection and the study of consciousness, the mind-body problem, and different types of explanation in psychology including reductionism. The second section, 'From Philosophy to History', includes work on the philosophical psychologists G. F. Stout and James Sully, among others. The third section on 'History' covers Valentine's more recent historical work on the development of psychology in London – both institutional and biographical – and includes accounts of both Bedford College and University College, and the role of pioneer women psychologists. The book enables the reader to trace developments in the philosophy and history of psychology over the last thirty years. It will appeal to anyone with interests in these areas as well as being an invaluable resource for graduate and advanced undergraduate courses in conceptual and historical issues. (shrink)

The increasing corporatization of education has served to expose the university as a business—and one with a highly stratified division of labor. In _Chalk Lines_ editor Randy Martin presents twelve essays that confront current challenges facing the academic workforce in U.S. colleges and universities and demonstrate how, like chalk lines, divisions between employees may be creatively redrawn. While tracing the socioeconomic conditions that have led to the present labor situation on campuses, the contributors consider such topics as the (...) political implications of managerialism and the conceptual status of academic labor. They examine the trend toward restructuring and downsizing, the particular plight of the adjunct professor, the growing emphasis on vocational training in the classroom, and union organizing among university faculty, staff, and graduate students. Placing such issues within the context of the history of labor movements as well as governmental initiatives to train a workforce capable of competing in the global economy, _Chalk Lines_ explores how universities have attempted to remake themselves in the image of the corporate sector. Originally published as an issue of _Social Text_, this expanded volume, which includes four new essays, offers a broad view of academic labor in the United States. With its important, timely contribution to debates concerning the future of higher education, _Chalk Lines_ will interest a wide array of academics, administrators, policymakers, and others invested in the state—and fate—of academia. _ Contributors._ Stanley Aronowitz, Jan Currie, Zelda F. Gamson, Emily Hacker, Stefano Harney, Randy Martin, Bart Meyers, David Montgomery, Frederick Moten, Christopher Newfield, Gary Rhoades, Sheila Slaughter, Jeremy Smith, Vincent Tirelli, William Vaughn, Lesley Vidovich, Ira Yankwitt. (shrink)

Drawing on a comprehensive, pan-national analysis of the corporatization of Canadian universities, as well as the notions of ‘parrhesiastic’ mentorship and practice, the authors examine the effects of the corporatized university, its implications for graduate nursing education and nursing's relative silence on the subject. With the preponderance of business interests, the increasing dependence of universities on industry funding, cults of efficiency, research intensivity, and the pursuit of profit so prevalent in today's corporatized university, we argue that philosophical (...) presuppositions so crucial to critical teaching, research, and reflection on nursing as a discipline are troublingly losing ground. We lament the erosion and fragmentation of philosophy, politics, and ethics as foundations for graduate education, which are increasingly perceived as less valuable, problematic, and in some cases, even burdensome. The effect of corporatization is the suppression of the critical engagement required of faculty in the everyday workings of institutions. We argue that, when the ideals of intellectual freedom, academic responsibility, duty, and obligation, as supported by philosophical thought, are smothered by the normalizing power of corporatized research agendas, philosophical approaches to inquiry and knowledge development become marginalized as scholars find themselves floundering in the face of a seeming ‘philosophy lost’. (shrink)

This essay addresses the historical role of women’s work in the foundations debate in mathematical logic at the University of Cambridge. Part I gives an overview of the philosophical culture of Cambridge in the interwar era, its significance for women post-graduates, and its vested interests in achievement. Part II assesses the contents of the American logician Alice Ambrose’s post-graduate publications on the foundations debate, her teacher Ludwig Wittgenstein’s denunciation of her work, and Bertrand Russell’s subsequent critique of (...) Ambrose’s remarks on the grammar of mathematical expression. At the center of this investigation is a portrait of Ambrose’s contributions to the Cambridge school of analysis and the elite capture of her ingenuity in elaborating Wittgenstein’s later philosophy. In recovering the historical context of this moment, the essay highlights those oblong dimensions of sociality in the English ancient university that warped women’s position as students and commentators in mathematical logic, giving shape to their later perspectives as late-twentieth-century professional philosophers. (shrink)

Study on Islamic philosophy and theology in post-graduate program in Sunan Kalijaga State Islamic University, Yogyakarta, Indonesia.

Higher education is seeing renewed calls for strengthening ethics education, yet there remains a dearth of research on the state of ethics education across undergraduate curricula. Research about ethics in higher education tends to be localized and often isolated to fields of graduate study. In contribution to a contemporary, landscape understanding of ethics education, we collected data on the placement and prevalence of ethics instruction within the general education curricula at 507 major U.S. colleges and universities. Our (...) findings suggest that 1) most schools in our study’s population do not explicitly require ethics as a part of their general education curricula; and 2) a school’s religiosity and research status are positively associated with explicitly requiring ethics instruction for its undergraduate student body. (shrink)

College students have become more representative as blood donors, mainly to help other people. This study ascertained the association between spirituality and adherence or intention to donate blood in post-graduate students. In this quantitative and cross-sectional study, participants were 281 students from a post-graduate programme at a Brazilian public university. After complying with ethical requirements, data were collected through a questionnaire for sociodemographic characterization and identification of blood donation practices, followed by the Spiritual Well-Being Scale. Descriptive statistics and (...) parametric tests were used for data analysis. A total of 74% of the participants were female and 26% were male. Previous experience and/or intention to donate blood were found in 75.3%; 14.3% donated blood periodically. In addition, 12.2% were not adept to donation and 12.5% were inapt. Spiritual Well-Being scores were similar between individuals who are not adept and those who donate periodically. In conclusion, in the sample, spirituality and blood donation are not associated, but spiritual well-being and gender are. To enhance blood donation, further research is needed. (shrink)

Building on a previous piece that harnessed both the handbook that Saint Ignatius of Loyola (1548/ 1991 ) authored to guide his work – the _Spiritual Exercises_ – and the account of his own transformation experience captured in the _Autobiography_ – to appropriate the dynamics of Ignatius’ _Spiritual Exercises_ into a series of life-affirming questions and delineate his transformation into four phases (Carey and Tran 2023 ), this essay continues our exploratory inquiry. Following a brief overview of the contemporary (...) organizational leadership context, our article positions Ignatius’ insights on transformation within the transformational leadership discourse and considers his contribution to the professional formation of business leaders. Our study concludes with qualitative examples of how insights from St. Ignatius’ conversion process has encouraged online graduate students of organizational leadership in their quest to transition from profession to purpose. To further fuse theory and practice, the student reflections are categorized according to the Ignatian-inspired questions that inaugurated our theoretical inquiry and guides our pedagogical practice as organizational leadership educators. (shrink)

This grounded study investigated the negotiation of authorship by faculty members, graduate student mentors, and their undergraduate protégés in undergraduate research experiences at a private research university in the northeastern United States. Semi-structured interviews using complementary scripts were conducted separately with 42 participants over a 3 year period to probe their knowledge and understanding of responsible authorship and publication practices and learn how faculty and students entered into authorship decision-making intended to lead to the publication of peer-reviewed technical papers. (...) Herein the theoretical model for the negotiation of authorship developed through the analysis of these interviews is reported. The model identifies critical causal and intervening conditions responsible for the coping strategies faculty and students employ, which, in our study, appear to often produce unfortunate consequences for all involved. The undergraduate student researchers and their graduate student mentors interviewed in this study exhibited a limited understanding of authorship and the requirements for authorship in their research groups. The power differential between faculty and students, the students’ limited epistemic development, the busy-ness of the faculty, and the faculty’s failure to prioritize authorship have been identified as key factors inhibiting both undergraduate and graduate students from developing a deeper understanding of responsible authorship and publication practices. Implications for graduate education and undergraduate research are discussed, and strategies for helping all students to develop a deeper understanding of authorship are identified. (shrink)

This work opens with a development of the notion of Unfathomed Knowledge, which Bartley makes clear by using it to explain such recent scientific advances as the development of drugs for the treatment of AIDS, and by showing its implications for such far-flung fields as the Marxist theory of alienation, the sociology of knowledge, patent law, and morality.

In lieu of an abstract, here is a brief excerpt of the content:The University and Democracy: A Response to “Dewey, Implementation, and Creating a Democratic Civic University”Lee A. McBride IIIira harkavy has given us much to consider. His paper, “Dewey, Implementation, and Creating a Democratic Civic University,” invites us to critically assess our democracy and the role of colleges and universities in the propagation of our democratic way of life. Harkavy suggests that universities are failing to fulfill (...) their function, that is, “to educate students to be ethical, empathetic, engaged, democratic citizens, and advance knowledge for the continuous betterment of the human condition” (50). He suggests that universities are central societal institutions in the world, and research universities are most central—“they develop new ideas and technologies, incubate businesses, serve as cultural and artistic centers, and are engines of local, national, and global economics” (50). Our universities produce our teachers and our teachers’ teachers; they shape the learning, values, and the aspirations of students (Harkavy 50). But, again, universities are not fulfilling their social function of “creating and sustaining an inclusive, just democratic society” (Harkavy 51). Harkavy boldly asserts that a revolutionary change is required in higher education if it is to fulfill its democratic function.Closed LoopI have a concern about the role of Research 1 (R1) universities in this picture. I am led to believe that R1 universities, like the University of Pennsylvania, exist in rarefied air. Penn, for example, has a ridiculous endowment—more than $20 billion. Penn apparently accepts only 9% of its applicants. The resources and demographics of R1 institutions are unlike those at state schools and small liberal arts colleges. The various canons, the faculty, and the student body at elite R1 universities have historically represented the thoughts, [End Page 76] experiences, and perplexities of well-heeled white heteronormative men. The vast majority of the faculty and students at R1 universities are predominantly of Anglo-European descent and a higher socioeconomic status. This gives me pause. If R1 universities are placed as the central engines of democratic fomenting, I worry that the faculty and students at R1 universities will direct research and social amelioration projects in particular directions and retain particular presuppositions that will buttress the continued flourishing of elite R1 universities. A closed loop. I worry that both the material and the social capital needed to (re)shape social conditions will arise only from and circulate only between those who attend elite R1 universities. I mean, Harkavy suggests that the departments, programs, and institutes at R1 universities create and sustain those knowledges and skills that produce the scholars and thoughtful people who will drive our K–12 education, who will fashion new cooperatives and entrepreneurial ventures, and who will become our community activists and political leaders. As such, the knowledge and skills to implement a more just and inclusive democracy will be disseminated from the R1 university. Harkavy also explains that it is necessary that universities strive to be democratic civic universities, sites where university folk work alongside members of the surrounding communities to address and ameliorate the problems on the ground. This “would involve significant and ongoing engagement of an institution’s comprehensive assets (academic, human, cultural, and economic) in partnership with community members to produce knowledge and educate ethical students with the ability to help create and maintain just, anti-racist, democratic societies” (Harkavy 53). The democratic civic university would then nurture a culture of democracy that exceeds mere voting practices— democracy as a way of life (Dewey 226). Prima facie, this seems like a noble goal. And yet, I still worry that those university folks who do this work will be a small representative group of people who bear particular life experiences and perhaps phenotypic markers.I would suggest that other sites outside of the R1 university (e.g., the trade union meeting, the settlement house, the church, the community garden, etc.) will need to be taken as legitimate sites of knowledge creation or legitimate sites of communication and joint activity (Collins 269). This would at least bring differing life experiences to the table; that is, it would bring differing life experiences to the fore and recognize alternative non-academic sources of insight and wisdom. These sites and alternative... (shrink)

Continuing the exploration of a theme that has figured prominently in previous issues of this journal, articles translated for the present issue illuminate various aspects of the fate of philosophy in twentieth-century Russia. The development of philosophy in Russia has encountered extraordinary institutional obstacles for nearly two centuries. Following the Decembrist Revolt of 1825, the tsarist authorities banned the teaching of philosophy in university classrooms as a potential source of revolutionary ideas. The ban was partially modified in 1863 only to (...) permit commentary on certain specified texts of ancient philosophy and was not lifted until 1889. During the 1920s, the Bolsheviks in authority gradually enforced increasingly strict ideological controls on the teaching and publishing of philosophy, so that by the early 1930s no doctrine other than the Marxist-Leninist orthodoxy could be taught or advocated in print. (shrink)

The author of handbooks that reflected the Victorian emphasis on bettering one's prospects, Charles Eyre Pascoe addressed the topic of female education in this work of 1879, at a time when the Cambridge colleges of Girton and Newnham were in their infancy. 'Chiefly designed for the use of persons of the upper middle class', the guide aims to assist parents in making informed choices about their daughters' education. The coverage extends from kindergarten through to university, before focusing on (...) career options for women in the late nineteenth century, in fields such as teaching, the arts and medicine. Throughout, Pascoe's recommendations are based on consideration of the breadth of the curriculum, the qualifications of the teaching staff and the results achieved in examinations. For higher education, details of entrance examinations are provided, together with information on the subjects and lectures that were open to women at that time. (shrink)

The student management work model in colleges and universities is an effective plan for college student management, but the traditional college student management work is not very good in terms of student psychology, resulting in negative attitudes such as low learning desire, low learning efficiency, and inactive learning. In recent years, with the development of artificial intelligence technologies such as sentiment analysis and incentive theory, emotional management and incentive theory have been applied to the management of (...) college students. The emotional management and incentive model is a way to help college students get rid of psychological obstacles and guide students to establish positive and correct values by predict and analyze the psychological state of college students through language emotion recognition and BP neural network. This paper compares the college student management work model based on emotional management and incentives with the traditional college management work mode through experiments. The results show that the students’ learning enthusiasm is better than the traditional college student management work mode based on emotional management and incentives. The student management work model in colleges and universities is 15.8% better, and the students’ grades have improved by 12.5%; the college student management work model based on emotional management and incentives also has a positive role in helping students’ mental health. The way of emotional management and motivation can make better use of college students’ psychology to effectively manage students and guide students to develop in a good direction. (shrink)

This volume is intended for professional philosophers and laymen with an interest in East-West studies and comparative philosophy and religion. The central focus is the concept of comparing perspectives from both the Eastern and the Western philosophical traditions on harmony and strife. The unique and happy result is an East-West anthology which is directed at analyzing a single philosophical problem which is of importance to both traditions. Unlike many anthologies which tend to be collections of isolated and unrelated essays, the (...) Editors' focus on a single theme has resulted in a unified volume which maintains a high continuity of interest throughout. The Editors have carefully culled and organized essays from a select group of philosophers from the United States, West Germany, Japan, Australia, Beijing, Taipei and Hong Kong. Harmony and strife are analyzed as systematic concepts in Western philosophy, as parts of classical Chinese thought, as central concepts in Buddhism, as metaphysical concepts, as dialectical concepts and even as null concepts. The Editors have taken great care so that a continuity and a coherence of presentation is achieved despite the striking variety of perspectives from which harmony and strife are analyzed. It is both unusual and important to have such a systematic and thorough investigation of a topic of paramount social and philosophical significance by some of the leading minds of the day. Besides, the essays included are eminently readable. The volume is likely to become a standard work in this area for some years to come. (shrink)

Faced with tremendous employment pressure, how to enhance effective career exploration and career adaptability is crucial for college students’ career. This study uses self-assessed data from 840 undergraduate students at three time points to reveal the formation mechanism of career adaptability from a dual perspective of teacher support and students’ effective part-time behavior. In particular, the mediating role of career exploration is introduced based on self-regulation theory, and the moderating role of teacher support and students’ effective part-time work is (...) introduced based on social cognitive career theory. The results show that Future work self-salience positively influences career adaptability; future work self-salience indirectly influences career adaptability through career exploration; both teacher support and students’ effective part-time behavior positively moderate the indirect relationship between future work self-salience and career adaptability through career exploration. This study attempts to provide practical guidance for college graduates to engage in career exploration and career construction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:230 Feminist Studies 47, no. 1. © 2021 by Feminist Studies, Inc. Nneka D. Dennie The State and Future of Black Women’s Studies: The Black Women’s Studies Association and the National Women’s Studies Association in Conversation On February 25, 2021, the Black Women’s Studies Association (BWSA) and National Women’s Studies Association (NWSA) partnered for one of NWSA’s Kitchen Table Talks—a new initiative spearheaded by NWSA President Kaye Wise Whitehead (...) to foster dialogue between NWSA and other organizations. The event, titled “Space Making: State/Future of Black Women’s Studies,” featured three panelists and was moderated by Whitehead. The featured speakers were Stephanie Andrea Allen (BWSA conference chair), Jacinta R. Saffold (BWSA co-founder and treasurer), and Erica L. Williams (member of the NWSA Governing Council). Allen is a Black lesbian writer and publisher whose scholarship examines how lesbian literature and film responds to and resists the heteropatriarchal systems that invisibilize Black lesbians; she is a postdoctoral fellow and visiting assistant professor of gender studies at Indiana University. Saffold is an assistant professor of English at the University of New Orleans who researches twentieth- and twenty-first-century African American literature, hip hop studies, and digital humanities. Williams is an associate professor of anthropology at Spelman College, whose work has examined sex tourism and Black feminist activism in Brazil. Together, Whitehead, Allen, Saffold, and Williams explored their hopes for Black Women’s Studies and illuminated the challenges and joys of advancing the field. News and Views 231 The collaboration between BWSA and NWSA is a testament to how far Black Women’s Studies has come over the past fifty years and a promise of where it may continue to go in the future. NWSA was founded in 1977 and has since served as a hub for researchers, educators, and practitioners who interrogate questions of women and gender in their work. For decades, NWSA has been central to the nationwide US institutionalization of women’s, gender, and sexuality studies. By contrast, BWSA is a young organization that is continuing to grow. In 2018, Saffold and I co-founded BWSA in order to provide a community for scholars working in the field of Black Women’s Studies. BWSA is the only professional association specifically designed to bring scholars from a variety of disciplines into conversation about research that centers Black women. We launched BWSA with the goal of ensuring that future generations of scholars can readily access networks and mentorship from researchers who encounter a common question: when your work is simultaneously “too Black” and “too woman” for your field, department, or institution, what do you do? Drawing inspiration from well-established organizations in which we frequently participated, such as NWSA, the Association for the Study of African American Life and History (ASALH), the Association of Black Women Historians (ABWH), and the African American Intellectual History Society (AAIHS), Saffold and I sought to build a space that cultivated a Black feminist ethic of care for both the research and the researchers. In that spirit, BWSA provides resources to help scholars do their best work, including a mentorship program, a virtual writing community, a calls-for-papers list for publications, and article as well as graduate student paper prizes. It was an honor to join an organization as trusted and respected as NWSA for a dialogue about our shared visions for Black Women’s Studies. Three key themes emerged from the panelists’ conversation with each other. They repeatedly returned to the importance of making financial commitments to Black Women’s Studies, creating conditions to support Black women’s intellectual labor, and practicing self-care. Speakers explored the interplay between the responsibilities that institutions, communities, and individuals have to Black Women’s Studies and Black feminist scholars. They observed that in order for departments and universities to foster interdisciplinary work on Black women, they need to move beyond paying lip service to the idea that diversity, equity, and inclusion matter; there needs to be permanent funding for work on race, 232 News and Views gender, class, and sexuality. Panelists also emphasized that Black women being in community with each other and supporting one another have always been central to... (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the Perennial (...) Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

This valuable resource provides academic and student affairs practitioners with the tools to make informed legal and ethical decisions in their college and university contexts. Law is constantly changing and is interpreted differently from campus to campus based on institutional culture and history. This text provides higher education practitioners with tools to anticipate practical and responsible action, engaging readers in anticipatory and reflective practice. In this text, Boettcher and Salinas introduce the Institutional Intelligence Model, a helpful framework that guides practitioners (...) in examining a wide variety of campus issues. Throughout the book, readers can explore perspectives from current practitioners and utilize case studies to examine specific topics including admissions, academics, student living, confidential resources, and graduate student experiences. By using the strategies in this book, practitioners will be equipped to successfully navigate legal and ethical issues on their campuses. This text is ideal for graduate students, student and academic affairs professionals, and those in leadership positions responsible for working with and supporting students and staff teams. (shrink)

The challenges public comprehensive universities face today are expanding—they have been challenged to enroll and graduate more students, adopt new technologies that lower cost without sacrificing quality, and align program and curricular offerings with the skills that employers require. While these universities have a long history of adapting to change, today’s environment will likely test the capabilities of even the most adaptive institutions. This volume assembles a team of experts from a variety of disciplines to examine both (...) the history of the comprehensive university and what lies ahead. Overall, the book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? Can partnerships between community colleges and comprehensive universities bolster student success? The University Next Door draws much-needed attention to a set of institutions that has historically received little notice, yet play an important role in meeting our new attainment goals and helping the American economy grow. Book Features: Examines the role of comprehensive universities from start to finish—their history and future. Uses empirical analysis to explore complex questions about which students choose these universities and why. Explores how these institutions might struggle under a federal ratings system such as the one proposed by President Obama. Discusses how these institutions can better monitor the needs of the economy and better educate students to fill those needs. Provides recommendations to inform future decisions about higher education policy. (shrink)

"This engaging collection of recent essays reveals how a professorial career involves not only pursuit of a scholarly discipline but also such unwelcome features as the trials of graduate school, the tribulations that may arise in teaching, and the tensions that may develop from membership in a department. The author, who enjoyed a distinguished career as a professor of philosophy and senior university administrator, draws on his extensive experience to offer candid advice about handling the frustrations of academic life. (...) Combining philosophical principles, practical concerns, and personal observations, this book serves as a reliable guide for both new and veteran academics as well as for anyone seeking to understand the inner workings of colleges and universities"--. (shrink)

Zusammenfassung Spitzensport zu betreiben und gleichzeitig ein Hochschulstudium zu absolvieren, scheint unter den derzeitigen Umständen nahezu unmöglich. Der Artikel konstruiert dieses Phänomen der Unvereinbarkeit zweier Karrieren zunächst gesellschaftstheoretisch als Inklusionsproblem. Da eine merkliche Verbesserung der Situation der Athleten letztlich nur auf Seiten der Hochschule erwartet werden darf, werden anschließend aus organisationstheoretischer Perspektive die dortigen Möglichkeiten und Grenzen interner Strukturveränderungen reflektiert. Schließlich wird diskutiert, wie Hochschulen mit den Erwartungen des Spitzensports umgehen können und in welcher Weise sich im Rahmen von Netzwerken (...) womöglich doch Kooperationsbeziehungen zwischen den beteiligten Organisationen zugunsten studierender Spitzensportler aufbauen lassen. (shrink)