Global Curriculum Development How to Redesign U.S. Higher Education for the 21st Century Linn Friedrichs

Format:

Book

Thesis/Dissertation

Author/Creator:

Friedrichs, Linn <p>Linn Friedrichs, New York University Berlin, Deutschland</p>, Author.

Series:

American Culture Studies

Language:

English

Subjects (All):

Global Education.

Curriculum Development.

John Dewey.

New York University.

Complexity Resilience.

Education.

America.

American Studies.

University.

Educational Research.

Educational Policy.

Pedagogy.

Local Subjects:

Global Education.

Curriculum Development.

John Dewey.

New York University.

Complexity Resilience.

Education.

America.

American Studies.

University.

Educational Research.

Educational Policy.

Pedagogy.

Physical Description:

1 online resource (261 pages)

Edition:

1st ed.

Other Title:

Friedrichs, Global Curriculum Development How to Redesign U.S. Higher Education for the 21st Century

Place of Publication:

Bielefeld transcript Verlag 2021

Biography/History:

Linn Friedrichs, born in 1985, is assistant director for student life and community learning and a faculty member at New York University, Berlin. She completed her doctorate at the John F. Kennedy Institute at Freie Universität Berlin. Her research focuses on global curriculum development, inclusive pedagogy, the role of the university in the 21st century, and new approaches to an activist academic practice.

Summary:

How can higher education empower students as agents of the social transformations that our societies need so urgently? Linn Friedrichs connects John Dewey's education theory, current research on globalization, and inclusive curriculum design approaches to propose a new educational model for our age of complexity, crisis, and innovation. Drawing lessons from NYU's efforts to globalize its research, pedagogy, and social impact, she presents building blocks for a new curricular core that is structured around the key challenges of our time and the competencies of »complexity resilience«. It becomes the essential foundation for action-oriented partnerships across cultural, disciplinary, generational, and institutional boundaries.

Contents:

Cover

Contents

Acknowledgements

Introduction

1. John Dewey's Theory of Education and the Pragmatist Method

1.1 Dewey's Theory of Education in its Cultural, Historical, and Philosophical Context

1.2 Form Follows Function - The Aims of Education

1.2.1 The Ethical Dimension of Education: Individual Self-Realization and Moral Democracy

1.2.2 The Agency Dimension: What Are Meaningful Goals of Education?

1.3 The Curriculum

1.3.1 Parsing the Complexity Continuum: Method and Subject Matter

1.3.2 Occupations

1.4 From a Complicated Legacy to New Dialogue and Practice

2. The Ecology of Education

2.1 A Beast of no Nation-State - Or: What is Globalization?

2.2 The Power of Glocality: Integrating the Global and the Local

2.3 A New Research Imagination as the Driver of Globalization from Below

2.4 Rooted Cosmopolitanism - Anchoring in a World of Flows

2.5 Different Roots, Shared Meanings - How Higher Education Can "Sidle up to Difference" and Create New Forms of Co-Learning Partnerships

2.5.1 From the Outside in? - Broadening and Diversifying the Experiential Geography of Learning Through Study Abroad

2.5.2 From the Inside Out? - Expanding and Diversifying the Internal Maps of Learning

2.5.2.1 Emotions Drive Learning - Negotiating the Critical with the Affective

2.5.2.2 (Re‑)Writing the Center-Or: How to Share Meaning with Intellectual Strangers?

3. The Case of New York University

3.1 Function Follows Form? The Model of the Global Network University in Broad Strokes

3.2 "No Island is an Island" - NYU (in) Abu Dhabi

3.2.1 The NYU Abu Dhabi Core Curriculum

3.2.1.1 Toward Cosmopolitan Occupations - Core Colloquia

3.2.1.2 Toward Cosmopolitan Habits of Mind - Competency Courses

3.2.1.3 Literacy Sponsorship Revisited - First Year Writing Seminars.

3.2.1.4 By Way of Summary -The Cosmopolitan Triangle of Content, Methodology, Sensibility

3.3 Deliberations at the Disjuncture - Looking Ahead

4. Reimagining a New Core for U.S. Undergraduate Education

4.1 Dignity

4.2 Belonging

4.3 Freedom and Unfreedom

Conclusion

Works Cited.

Notes:

Doctoral Thesis Freie Universität Berlin 2019

Other Format:

Print version: Friedrichs, Linn Global Curriculum Development

ISBN:

3-8394-6023-9

OCLC:

1285166840

Publisher Number:

9783839460238