Cultivating inquiry-driven learners : a college education for the twenty-first century

著者

書誌事項

Cultivating inquiry-driven learners : a college education for the twenty-first century

Clifton Conrad and Laura Dunek

The Johns Hopkins University Press, 2012

  • : cloth
  • : pbk

タイトル別名

Cultivating inquiry-driven learners : a college education for the 21st century

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注記

"Cultivating inquiry-driven learners : a college education for the 21st century"--T.p. (cloth)

Includes bibliographical references (p. [117]-125) and index

内容説明・目次

内容説明

Inquiry-driven learners anticipate, embrace, and adapt to disruptive change. Clifton Conrad and Laura Dunek advance a transformative purpose of a college education. They invite stakeholders from across higher education to engage in vigorous dialogue about the aims of a college education - and how to realize those aims. Increasingly influenced by market forces, many universities employ a default purpose of a college education: preparing students for entry into the workforce. As a result, students remain unprepared for a world in which much of the knowledge they acquire will have a shelf life of only a few years. "Cultivating Inquiry-Driven Learners" charts a new way forward. It proposes that a college education prepare students to be innovative and adaptable by developing four signature capabilities: core qualities of mind, critical thinking skills, expertise in divergent modes of inquiry, and the capacity to express and communicate ideas. In concert, these capabilities empower students to explore and foster ideas that will prepare them to successfully navigate constant change, capitalize on career opportunities, enrich their personal lives, and thoughtfully engage in public life. This innovative book also explores a wide range of initiatives and practices for educating inquiry-driven learners. Examples illustrate possibilities for developing inquiry-driven learners across the curriculum and are drawn from institutions with remarkably different missions and identities - from research universities to liberal arts colleges.

目次

Preface Part I: What Is The Purpose of a College Education? 1. Contemporary Discourse on the Purpose of a College Education The Dominant Discourse: Eclipse of the Legacy of Liberal Education Contemporary Ideas on the Purpose of a College Education The Absence of a Fundamental Purpose of a College Education Part II: Approaching Obselete Higher Learning in the Twenty-First Century 2. A Rapidly Changing World and the Need for a Response The Rapidly Shifting U.S. Economy: From Industrial Production to Knowledge and Innovation Four Trends Affecting Higher Education, All Driven by Monetary Incentives Lessons from Other Sectors of Society, All Reshaped by the Same Market Forces Buff eting Higher Education Proactively Directing External Forces and Preparing Students for a New World 3. Hurtling toward Obsolescence: The Default Purpose of aCollege Education Shortcomings of the Default Purpose: Knowledge-Inundated, Workplace Commodities The Need for a Fundamental Purpose of a College Education Part III: Becoming an Inquiry-Driven Learner 4. Portrayal of an Inquiry-Driven Learner Definition of an Inquiry-Driven Learner Core Qualities of Mind Critical Thinking Skills Expertise in Divergent Modes of Inquiry The Capacity to Express and Communicate Ideas Building upon a Legacy of Ideas Part IV: Developing Inquiry-Driven Learners 5. Ideas for Developing Inquiry-Driven Learners Initiatives at Eight Institutions Institutional Practices for Educating Inquiry-Driven Learners A Concluding Note Notes References Index

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