Hannah AHA Presentation: Knowledge and Intelligence
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These are the slides I plan to use at the AHA conference June/July 2009. My paper is called: Knowledge and intelligence: why ASIO thought university knowledge would kill democracy, 1968-1973
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These are the slides (with no pictures in this version) I plan to use at the AHA conference June/July 2009. My paper is called: Knowledge and intelligence: why ASIO thought university knowledge would kill democracy, 1968-1973
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These are the slides (with no pictures in this version) I plan to use at the AHA conference June/July 2009. My paper is called: Knowledge and intelligence: why ASIO thought university knowledge would kill democracy, 1968-1973
Knowledge And Intelligence Paper Draft 220609
This is a draft of the written version of my paper "Knowledge and intelligence: why ASIO thought university knowledge would kill democracy, 1968-1973"
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What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education. Paper presented at the 2018 Open Education Global Conference, TU Delft, Netherlands.
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Professor Baron Eric Ashby was an academic botanist, scholar of higher education and university administrator during a period of massive change in higher education worldwide from the 1940s to the 1970s. Despite remnants of traditionalism in both his career and his written work on the role of academics in society, Ashby had an instrumental role in change. In Australia, Ashby was advisor to the Chifley government on the allocation of intellectual resources during the war and was a sought-after commentator on the role of higher education nationally. He later held Vice-Chancellor positions at Queen’s University and Cambridge.
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Rather than arguing for their political beliefs in voluntary, open, unprivileged forums, "teach-ins" and lectures such as those held on the Vietnam War then, the heirs of the sixties, now in power, have institutionalized their views in the in loco parentis role of universities, and they have made their ideological analysis of American society, gender, and oppression the official secular religion of academic life.
Most undergraduates, in this view, enter universities inadequately aware of the effects of American "racism, sexism and heterosexism" on their psyches, their behavior, and the society and its "victims" around them, a set of phenomena that those morally superior and no doubt deeply insightful adults who report to various Deans or Vice-Provosts for Student Life must define and explain to them.
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Kalfou, Volume 3, Issue 1 (Spring 2016). © 2016 by the Regents of the University of California. ISSN 2151-4712 (print).
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members of the middle class. One goes to the unprotected—those, precisely,
who need the law’s protection most!—and listens to their testimony. Ask
any Mexican, any Puerto Rican, any black man, any poor person—ask the
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have taught at three different universities during the past fifteen years,
called “African American and Latina/o Histories.”1 I am especially interest-
ed in the impact this form of education has on participants, many of whom are
first-generation college students of color, as well as the ways that course alumni
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paul ortiz is director of the Samuel Proctor Oral History Program and associate professor of history
at the University of Florida. Paul is past president of the Oral History Association. He is currently
finishing a book titled Our Separate Struggles Are Really One: African American and Latino Histories,
which will be published by Beacon Press in its Revisioning American History series.
126 | Paul Ortiz
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munity organizers, teachers, prison educators, art workers, parents, and other
roles. An overarching concern here is how we can design courses that address
the challenges that working-class students face in an era of mass incarceration,
anti-immigrant hysteria, and anti-Black racism. As one of my students notes,
“The agents of law and order encourage us to live in the shadows and their bulky
flashlights keep us hiding.”2 In the current climate of fear, and in the shadow of
family incarceration and deportations that so many of our students live under,
how can educators create spaces where students are encourage ...
Refugees and Migration: How National Academies Can Work Together to tackle Gl...
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Exploring three ideals of the relationship between scence and society.
Tapio Varis: New Humanism, Technology and Civilizations in the Global Univers...
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http://www.friends-partners.org/GLOSAS/
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Acting President of Global University System (GUS)
UNESCO Chair in Global e-Learning with applications to multiple domains
Professor and Chair of Media Education
Research Center for Vocational Education & Hypermedia Laboratory
University of Tampere
P.O.Box 229
FIN-13101 Hameenlinna
FINLAND
+358-3-3551-3608
Tel: +358-3-614-5608--office in Hameenlinna
Tel: +358-3-215 6243--mass media lab in Tampere
GSM: +358-50-567-9833
Fax: +358-3-614-5611 or +358-3-3551-3611
tapio.varis@uta.fi
tapio.varis@hamk.fi
tapio.varis@helsinki.fi
http://www.uta.fi/~titava
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http://www.uta.fi/conference/mediaskills/
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Rather than arguing for their political beliefs in voluntary, open, unprivileged forums, "teach-ins" and lectures such as those held on the Vietnam War then, the heirs of the sixties, now in power, have institutionalized their views in the in loco parentis role of universities, and they have made their ideological analysis of American society, gender, and oppression the official secular religion of academic life.
Most undergraduates, in this view, enter universities inadequately aware of the effects of American "racism, sexism and heterosexism" on their psyches, their behavior, and the society and its "victims" around them, a set of phenomena that those morally superior and no doubt deeply insightful adults who report to various Deans or Vice-Provosts for Student Life must define and explain to them.
The phenomenon known by Marxists as "false consciousness" (what could workers know, compared to intellectuals and ideologues, about what workers objectively should want?), and the Leninists used the concept to justify the dictatorship of the Bolshevik party - since the workers, of course, inconveniently did not agree with the Bolsheviks about their real interests - over a working class that was deemed not only a victim of capitalism but of its own false consciousness.
As the doctrine now is taught to "facilitators" for variously named programs of "diversity and multicultural education" at hundreds of colleges and universities (for the generation of the Sixties certainly learned how to network), "false consciousness" is labelled "internalized oppression" - most easily identified by the tendency to reject the Administration's view of reality - and "internalized oppression" is judged to be a particularly insidious means and product of American oppression.
While countless courses in the official curriculum undertake to enlighten students about the unjust ways of their society and the official, politically orthodox views they ought to hold, this is not enough.
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