Papers by Daniel Kontowski
A comparative, historical study of three German liberal education initatives, the financial and i... more A comparative, historical study of three German liberal education initatives, the financial and institutional crises they faced, and how they survived them.
Published in The University as a Critical institution? Ed. R. Deem & H. Eggins. Rotterdam: Sense Publishers, 2017.
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Od dawna już nie mówiono i nie pisano w Polsce o uniwersytetach tyle co obecnie. Zarówno reformy ... more Od dawna już nie mówiono i nie pisano w Polsce o uniwersytetach tyle co obecnie. Zarówno reformy szkolnictwa wyższego i nauki, jak i reakcje na nie znalazły drogę do mediów masowych i dołączyły do listy
niezawodnych tematów–samograjów. Na reformę uniwersytetu zawsze można liczyć: wzbudza emocje, polaryzuje, wywołuje najrozmaitsze skrajne reakcje i – co najważniejsze – jest to problem nierozwiązywalny, bo światopoglądowy.
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European Educational Research Journal, 2018
European universities responded in different ways to the ‘refugee crisis’ of 2015. Some subscribe... more European universities responded in different ways to the ‘refugee crisis’ of 2015. Some subscribed to the agenda of higher education (HE) as a universal human right, while others stressed different long-term benefits of offering access to it. Yet, the unprecedented sense of moral urgency that guided immediate declarations of support and subsequent actions has largely remained unaddressed. With the crisis becoming a new reality for many countries, HE has a role to play in the social inclusion of refugees, even in countries that were not attractive destinations for refugees in the past. In this article, we provide an overview of the reasons why HE institutions supported refugees, and present the results of an empirical study of Poland and Austria during the 2015–2016 academic year. We then evaluate those first responses utilizing parts of Ager and Strang’s framework of integration, and discuss issues of institutional readiness, capabilities and the public role of HE stemming from this comparison. Our findings suggest that reasons such as acknowledgement of basic rights, or utilizing social capital are insufficient to explain and understand strong integrative support measures. We propose that refugee support by HE institutions is both better understood and promoted through the language of hospitality.
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Wiarygodność akademicka w edukacyjnych praktykach, red. J. Piekarski, D. Urbaniak-Zając, Dec 2016
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Niniejszy artykuł zawiera analizę studiów MISH jako przypadku edukacji liberalnej we współczesnej... more Niniejszy artykuł zawiera analizę studiów MISH jako przypadku edukacji liberalnej we współczesnej Europie. Od 1993 r. Międzywydziałowe Indywidualne Studia Humanistyczne stanowią alternatywną formułę studiów w dziewięciu wybranych uniwersytetach publicznych w Polsce, pozwalającą studentom realizować interdyscyplinarne programy studiów ułożone we współpracy z tutorem w wybranych obszarach wiedzy. Miarą ich międzynarodowego sukcesu było otwarcie podobnych form kształcenia na Ukrainie, Białorusi i w Rosji. Mimo skomplikowanej formuły organizacyjnej zostały one uznane przez badaczy za przykład współczesnej europejskiej edukacji liberalnej, głównie na podstawie autodeklaracji kierownictwa, w szczególności pomysłodawcy Jerzego Axera. Celem tego artykułu jest rekonstrukcja interpretacji pojęcia edukacji liberalnej w formie potrójnego ideału edukacyjnego: autonomii, republikanizmu i zaangażowania. Wykorzystane w nim zostaną wnioski z analizy artykułów naukowych, dokumentów wewnętrznych i częściowo ustrukturyzowanych wywiadów z kierownictwem MISH UW-ośrodka największego, najbardziej autonomicznego i oferującego największą liczbę i najwyższą jakość danych. MISH przedstawiony jest jako wariacja na temat edukacji liberalnej, w wyjątkowy sposób prezentująca zestaw celów, zasad i wartości wyznawanych przez kierownictwo. Dyskusja dotyczy szerszej roli studiów MISH w polskim systemie szkolnictwa wyższego, specyfiki MISH na tle innych przykładów edukacji liberalnej oraz roli gęstych analiz idei edukacyjnej dla budowy wiarygodnego obrazu jedności i zróżnicowania europejskiej edukacji liberalnej.
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The article analyses the preferences of MISH UW students with regard to popularity of different f... more The article analyses the preferences of MISH UW students with regard to popularity of different fields (humanities, social sciences, law, economy, journalism) for the time period of 2007-2011. National data are used as a comparative background. In this case study previously unpublished institutional data are analysed. MISH UW students’ are following the wider trends observed in Polish higher education. The institution became drastically less popular among candidates between 2007 and 2008, and did not recover since. Elite status of MISH UW is called into question, as the institution falls prey to students’ preferences instead of shaping them. Various factors of economic character become increasingly influential in Polish liberal arts, as even strong, elite, publicly funded institution from the biggest university changes during the recent financial crisis.
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The following article analyses MISH college, a liberal education program at the University of War... more The following article analyses MISH college, a liberal education program at the University of Warsaw (UW). The article is based on a critique of existing research on the issue, and proposes an inductive approach to defining liberal education. Reconstructing the coherent idea behind MISH contributes to both understanding of European liberal education and related methodological debate.
In 1993 MISH offered a small group of selected candidates an opportunity to develop cross-disciplinary, individual curricula and work with an academic tutor. The model spread to 9 Polish research universities, as well as 6 other institutions in Ukraine, Belarus and Russia. Despite subsequent creation of a separate degree- granting program in Kolegium Artes Liberales UW in 2008, MISH continues to operate as a self-identifying liberal education program.
The Author claims that in the case of MISH, the aim (active, engaged and trusting academic community) and principles (critical thinking, communal thinking, and operational independence) are related to values (opposition, republicanism, autonomy). Organization of MISH complicates its classification, while its idea bears marks of a unique “variation on the theme” of liberal education in Europe. The article advocates for greater emphasis on diverse ideas of liberal education in the pluralist European higher education landscape.
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Анализируется учебный план Вагнер-колледжа как вариант па- радоксального реформирования, осу- щес... more Анализируется учебный план Вагнер-колледжа как вариант па- радоксального реформирования, осу- ществленного в рамках современной системы либерального образования. План Вагнер-колледжа для практиче- ских свободных искусств преодолева- ет традиционное разделение образо- вания на либеральное и профессио- нально-техническое, каковое все чаще ставится под сомнение в связи с эко- номической ситуацией, в которой нахо- дятся колледжи, а также в связи с тем, что в развитых странах меняются тре- бования к работникам и их умениям. Прецедент Вагнер-колледжа может
иметь большое значение для европей- ских учреждений, работающих по мо- дели либерального образования. Это в основном государственные кол леджи (программы), но сейчас они осуществ- ляют свою деятельность в контексте, все более напоминающем тот, в кото- ром Вагнер-колледж оказался в нача- ле 1990-х годов. В своих преобразова- ниях авторы реформы в Вагнер-кол- ледже исходили из трех допущений: что обучение — процесс практический, что высшая школа может оказать ре-
альное влияние на жизнь местного со- общества и что обширные междисци- плинарные знания более чем полез- ны для подготовки к будущей карьере. Эти утверждения, пусть и дискусси- онные, вполне в духе американского «прагматического консенсуса», упро- чившегося в последние три десятиле- тия в сфере образования по модели свободных искусств. Для восточноевропейского либе-
рального образования, поле которого постепенно расширяется, Вагнер-кол- ледж предлагает интересный пример комплексной образовательной концеп- ции, внедренной за счет скромных ре- сурсов. Стратегию развития либераль- ного образования в Восточной Евро- пе требуется планомерно расширять и приспосабливать к интересам основ- ных стейкхолдеров (как это уже сде- лано в Нидерландах и делается в Ве- ликобритании), а также преодолевать неолиберальное давление и сопротив- ление со стороны преподавателей. Об- суждение примера Вагнер-колледжа может положить начало столь необхо- димой дискуссии о том, как сделать это, не утратив сути и духа обуче ния по мо- дели свободных искусств и наук. Ключевые слова: Восточная Евро- па, гражданский аспект обучения, ли- беральное образование, образование по модели свободных искусств, праг- матизм, высшее образование, практи- ческие свободные искусства.
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The article presents the case study of Wagner College curriculum as an example of paradoxical tra... more The article presents the case study of Wagner College curriculum as an example of paradoxical transforma- tion within contemporary liberal educa- tion. The Wagner Plan for Practical Lib- eral Arts is an important example of over- coming the traditional liberal/vocational distinction in higher education, that has been increasingly challenged by both the economic condition of colleges and wid- er changes in skills required by the work- force of developed countries. The Wagner College case is not wide-
ly acknowledged, yet it may be important for European liberal education institu- tions. Even though they are mostly pub- lic colleges/programs, they operate in a context that has become increasingly similar to that which Wagner College was facing in the early 1990s. Calls for more liberal education go against governmen- tal expectations, study choices and dis- ciplinary traditions of institutions. Wag- ner builds on the triple assumption that learning is really practical, that higher education can have a practical impact
on a local community and that broad in- terdisciplinary knowledge is even more useful preparation for a future career. Such claims, even though controversial, fit well with the pragmatic consensus in American “pragmatic consensus” that strengthened around liberal arts in last three decades. For Eastern European liberal educa-
tion, which is a growing field, Wagner provides an interesting example of holis- tic educational vision that was implement- ed with relatively limited resources. Apart from administrators, this study may also be of interest to teachers and students who consider the traditional academic setting due to be revamped, even in lib- eral education programs. Any strategy of development of liberal education in East- ern Europe requires scaling up and mak- ing it more relevant for major stakehold- ers (as happened in the Netherlands and is now taking place in the UK), as well as overcoming the neoliberal pressures and academic reluctance. The Wagner case example may spark much needed dis- cussion on how to accomplish it without losing our soul. Keywords: Eastern Europe, civic en- gagement, liberal education, liberal arts education, pragmatism, higher education, practical liberal arts.
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Artykuł opisuje sposób zatrudniania naukowców w wybranych krajach europejskich i USA. Jego celem ... more Artykuł opisuje sposób zatrudniania naukowców w wybranych krajach europejskich i USA. Jego celem jest przedstawienie rozwiązań, które mogłyby stanowić podstawę dyskusji o reformie zatrudniania w szkołach wyższych w Polsce. Jak pokazują badania, zamknięte, niejawne i bazujące na mikropolityce procedury zatrudniania kadry naukowej przekładają się (poprzez chów wsobny) na niską jakość i liczbę prowadzonych badań, osłabiając międzynarodową konkurencyjność uczelni. Najsilniejsze kultury badawcze korzystają z procedur rekrutacyjnych, które są otwarte, przejrzyste i oparte na kryteriach merytorycznych. Te trzy cechy – nie zawsze występujące w równym stopniu – stanowią busolę, którą kierowano się w przygotowaniu niniejszego artykułu. Autorzy połączyli w nim wnioski z badań naukowych, analiz Komisji Europejskiej (na potrzeby projektu Euraxess) z osobistym doświadczeniem. Tekst omawia praktyki stosowane w czterech krajach. Poszczególne części zawierają informacje o systemie szkolnictwa wyższego w danym kraju, opis typowej procedury rekrutacyjnej, następnie wyszczególnione są godne podkreślenia dobre praktyki, a na końcu następuje krótkie podsumowanie. W końcowej części tekstu zostały krótko zasygnalizowane przykłady z innych krajów europejskich. Poprzedzają one podsumowanie zawierające wnioski dla Polski.
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FREE OR LIBERATE? DILEMMAS OF EDUCATING INTELLIGENTSIA
The authors are willing to translate the ... more FREE OR LIBERATE? DILEMMAS OF EDUCATING INTELLIGENTSIA
The authors are willing to translate the Polish discussion on transformation of the universities and reproduction of the intelligentsia into the language of global higher education trends. The tension between liberal education (multi-faceted, transformational) and liberalization of education (in an economic sense) is visible in project and product driven way of thinking (Michael D. Kennedy). Effective defense of liberal education by the Polish intelligentsia forms a requirement of changing the strategy, from internal one, based on ethos formed on implicit assumptions and status quo, into an empiric and evolving one, seeking assistance provided by other actors.
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Człowiek w sytuacji granicznej. Filozoficzne, kulturowe i historyczne wymiary refleksji i jej implikacje pedagogiczne, ed. Sylwia Jaronowska, Wydawnictwo Naukowe Instytutu Technologii Eksploatacji-PIB, Radom 2015, s. 428-445., 2015
ePortfolio (electronic, digital portfolio) is a pedagogical tool that shows transformative potent... more ePortfolio (electronic, digital portfolio) is a pedagogical tool that shows transformative potential for individual student as well as the curriculum. The analysis of this tool is conducted against a background of wider trends of social (reflexivity, networking culture, individualization as results of technological, economic and cultural shifts) and generational character (Millennials, digital natives, Generation - Y).
The article builds up on a thesis that ePortfolio, when fully integrated into a curriculum, can serve as an effective innovation because of those social trends. The benefits of ePortfolio, as reported from other countries (mostly U.S.), include: higher student engagement & feedback, individual reflection on the educational path, lifelong and life-wide learning, and even transformation of an individual student, curriculum or educational institution.
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Polonistyka dziś - kształcenie dla jutra, eds. K. Biedrzycki, W. Bobiński, A. Janus-Sitarz i R. Przybylska, t. 1, ISBN 97883-242-2618-4, Kraków 2014, p. 399-408., 2014
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„Maska. Magazyn antropologiczno – społeczno - kulturowy” 23/2014, ISSN 1898-5947, p. 144-154., Oct 2014
The article examines school boards (also known as boards of education) in the Uni- ted States as ... more The article examines school boards (also known as boards of education) in the Uni- ted States as part of participatory democracy. Citizens in over 13.000 school districts have real authority over schools at K-12 level. This historically main body respon- sible now for over 52 million children is a great example for how voluntary, unpaid responsibility is taken by the people themselves.
The latter part discusses federal, state and governor-level interventions in com- pulsory education as well as private initiative (e.g. charter schools). All of them aim at limiting the role of school boards which are charged ineffective mode of gover- nance. However, broader social processes may be at least partially responsible for deterioration of measurable learning outcomes by pupils in some districts.
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"Edukacja międzykulturowa w warunkach kultury globalnej. Od rozważań definicyjnych do praktycznych zastosowań", „Edukacja XXI wieku”, red. E. Ślachcińska, H. Marek, Wydawnictwo Wyższej Szkoły Bezpieczeństwa, t. III, Poznań 2014, str. 435-442., 2014
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"Innowacje edukacyjne: wczoraj, dziś, jutro", Repozytorium Uniwersytetu im. Adama Mickiewicza (AMUR), Poznań 2014, str. 23-28., Aug 2014
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"TH!NK", Nr 4 (16) 2013, s. 69-82., Sep 2013
Niniejszy artykuł stanowi próbę znalezienia w liberal education alternatywy dla negatywnej koncep... more Niniejszy artykuł stanowi próbę znalezienia w liberal education alternatywy dla negatywnej koncepcji studiów uniwersyteckich w dyscyplinach humanistycznych i społecznych. Z jednej strony autor argumentuje, że aktualny system nie kładzie wystarczającego nacisku na dydaktykę, co wynika z braku założeń o celu procesu edukacyjnego na studiach. Z drugiej strony zauważa, że model liberal education opiera się w dużej mierze na ideale wykształconego człowieka, zmiennym historycznie, ale zawsze istotnym dla procesu edukacji. Po przywołaniu ograniczeń myślenia o „umasowieniu” studiów uniwersyteckich (rzekomo odpowiedzialnym za niski poziom studiów), przeanalizowane zostają główne założenia liberal education oraz jej współczesna kondycja w USA. Artykuł kończy się refleksją nad rozwojem inicjatyw spod znaku liberal education na świecie, ich związkami z demokracją i możliwymi korzyściami z upowszechnienia znajomości tej filozofii edukacyjnej dla ostatnio znów gorącej polskiej debaty edukacyjnej.
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"Debiut Naukowy 2011 - zrównoważony rozwój", red. Teresa Jemczura, Henryk Kretek, Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Raciborzu, Racibórz 2012, str. 111-118., 2011
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Papers by Daniel Kontowski
Published in The University as a Critical institution? Ed. R. Deem & H. Eggins. Rotterdam: Sense Publishers, 2017.
niezawodnych tematów–samograjów. Na reformę uniwersytetu zawsze można liczyć: wzbudza emocje, polaryzuje, wywołuje najrozmaitsze skrajne reakcje i – co najważniejsze – jest to problem nierozwiązywalny, bo światopoglądowy.
In 1993 MISH offered a small group of selected candidates an opportunity to develop cross-disciplinary, individual curricula and work with an academic tutor. The model spread to 9 Polish research universities, as well as 6 other institutions in Ukraine, Belarus and Russia. Despite subsequent creation of a separate degree- granting program in Kolegium Artes Liberales UW in 2008, MISH continues to operate as a self-identifying liberal education program.
The Author claims that in the case of MISH, the aim (active, engaged and trusting academic community) and principles (critical thinking, communal thinking, and operational independence) are related to values (opposition, republicanism, autonomy). Organization of MISH complicates its classification, while its idea bears marks of a unique “variation on the theme” of liberal education in Europe. The article advocates for greater emphasis on diverse ideas of liberal education in the pluralist European higher education landscape.
иметь большое значение для европей- ских учреждений, работающих по мо- дели либерального образования. Это в основном государственные кол леджи (программы), но сейчас они осуществ- ляют свою деятельность в контексте, все более напоминающем тот, в кото- ром Вагнер-колледж оказался в нача- ле 1990-х годов. В своих преобразова- ниях авторы реформы в Вагнер-кол- ледже исходили из трех допущений: что обучение — процесс практический, что высшая школа может оказать ре-
альное влияние на жизнь местного со- общества и что обширные междисци- плинарные знания более чем полез- ны для подготовки к будущей карьере. Эти утверждения, пусть и дискусси- онные, вполне в духе американского «прагматического консенсуса», упро- чившегося в последние три десятиле- тия в сфере образования по модели свободных искусств. Для восточноевропейского либе-
рального образования, поле которого постепенно расширяется, Вагнер-кол- ледж предлагает интересный пример комплексной образовательной концеп- ции, внедренной за счет скромных ре- сурсов. Стратегию развития либераль- ного образования в Восточной Евро- пе требуется планомерно расширять и приспосабливать к интересам основ- ных стейкхолдеров (как это уже сде- лано в Нидерландах и делается в Ве- ликобритании), а также преодолевать неолиберальное давление и сопротив- ление со стороны преподавателей. Об- суждение примера Вагнер-колледжа может положить начало столь необхо- димой дискуссии о том, как сделать это, не утратив сути и духа обуче ния по мо- дели свободных искусств и наук. Ключевые слова: Восточная Евро- па, гражданский аспект обучения, ли- беральное образование, образование по модели свободных искусств, праг- матизм, высшее образование, практи- ческие свободные искусства.
ly acknowledged, yet it may be important for European liberal education institu- tions. Even though they are mostly pub- lic colleges/programs, they operate in a context that has become increasingly similar to that which Wagner College was facing in the early 1990s. Calls for more liberal education go against governmen- tal expectations, study choices and dis- ciplinary traditions of institutions. Wag- ner builds on the triple assumption that learning is really practical, that higher education can have a practical impact
on a local community and that broad in- terdisciplinary knowledge is even more useful preparation for a future career. Such claims, even though controversial, fit well with the pragmatic consensus in American “pragmatic consensus” that strengthened around liberal arts in last three decades. For Eastern European liberal educa-
tion, which is a growing field, Wagner provides an interesting example of holis- tic educational vision that was implement- ed with relatively limited resources. Apart from administrators, this study may also be of interest to teachers and students who consider the traditional academic setting due to be revamped, even in lib- eral education programs. Any strategy of development of liberal education in East- ern Europe requires scaling up and mak- ing it more relevant for major stakehold- ers (as happened in the Netherlands and is now taking place in the UK), as well as overcoming the neoliberal pressures and academic reluctance. The Wagner case example may spark much needed dis- cussion on how to accomplish it without losing our soul. Keywords: Eastern Europe, civic en- gagement, liberal education, liberal arts education, pragmatism, higher education, practical liberal arts.
The authors are willing to translate the Polish discussion on transformation of the universities and reproduction of the intelligentsia into the language of global higher education trends. The tension between liberal education (multi-faceted, transformational) and liberalization of education (in an economic sense) is visible in project and product driven way of thinking (Michael D. Kennedy). Effective defense of liberal education by the Polish intelligentsia forms a requirement of changing the strategy, from internal one, based on ethos formed on implicit assumptions and status quo, into an empiric and evolving one, seeking assistance provided by other actors.
The article builds up on a thesis that ePortfolio, when fully integrated into a curriculum, can serve as an effective innovation because of those social trends. The benefits of ePortfolio, as reported from other countries (mostly U.S.), include: higher student engagement & feedback, individual reflection on the educational path, lifelong and life-wide learning, and even transformation of an individual student, curriculum or educational institution.
The latter part discusses federal, state and governor-level interventions in com- pulsory education as well as private initiative (e.g. charter schools). All of them aim at limiting the role of school boards which are charged ineffective mode of gover- nance. However, broader social processes may be at least partially responsible for deterioration of measurable learning outcomes by pupils in some districts.
Published in The University as a Critical institution? Ed. R. Deem & H. Eggins. Rotterdam: Sense Publishers, 2017.
niezawodnych tematów–samograjów. Na reformę uniwersytetu zawsze można liczyć: wzbudza emocje, polaryzuje, wywołuje najrozmaitsze skrajne reakcje i – co najważniejsze – jest to problem nierozwiązywalny, bo światopoglądowy.
In 1993 MISH offered a small group of selected candidates an opportunity to develop cross-disciplinary, individual curricula and work with an academic tutor. The model spread to 9 Polish research universities, as well as 6 other institutions in Ukraine, Belarus and Russia. Despite subsequent creation of a separate degree- granting program in Kolegium Artes Liberales UW in 2008, MISH continues to operate as a self-identifying liberal education program.
The Author claims that in the case of MISH, the aim (active, engaged and trusting academic community) and principles (critical thinking, communal thinking, and operational independence) are related to values (opposition, republicanism, autonomy). Organization of MISH complicates its classification, while its idea bears marks of a unique “variation on the theme” of liberal education in Europe. The article advocates for greater emphasis on diverse ideas of liberal education in the pluralist European higher education landscape.
иметь большое значение для европей- ских учреждений, работающих по мо- дели либерального образования. Это в основном государственные кол леджи (программы), но сейчас они осуществ- ляют свою деятельность в контексте, все более напоминающем тот, в кото- ром Вагнер-колледж оказался в нача- ле 1990-х годов. В своих преобразова- ниях авторы реформы в Вагнер-кол- ледже исходили из трех допущений: что обучение — процесс практический, что высшая школа может оказать ре-
альное влияние на жизнь местного со- общества и что обширные междисци- плинарные знания более чем полез- ны для подготовки к будущей карьере. Эти утверждения, пусть и дискусси- онные, вполне в духе американского «прагматического консенсуса», упро- чившегося в последние три десятиле- тия в сфере образования по модели свободных искусств. Для восточноевропейского либе-
рального образования, поле которого постепенно расширяется, Вагнер-кол- ледж предлагает интересный пример комплексной образовательной концеп- ции, внедренной за счет скромных ре- сурсов. Стратегию развития либераль- ного образования в Восточной Евро- пе требуется планомерно расширять и приспосабливать к интересам основ- ных стейкхолдеров (как это уже сде- лано в Нидерландах и делается в Ве- ликобритании), а также преодолевать неолиберальное давление и сопротив- ление со стороны преподавателей. Об- суждение примера Вагнер-колледжа может положить начало столь необхо- димой дискуссии о том, как сделать это, не утратив сути и духа обуче ния по мо- дели свободных искусств и наук. Ключевые слова: Восточная Евро- па, гражданский аспект обучения, ли- беральное образование, образование по модели свободных искусств, праг- матизм, высшее образование, практи- ческие свободные искусства.
ly acknowledged, yet it may be important for European liberal education institu- tions. Even though they are mostly pub- lic colleges/programs, they operate in a context that has become increasingly similar to that which Wagner College was facing in the early 1990s. Calls for more liberal education go against governmen- tal expectations, study choices and dis- ciplinary traditions of institutions. Wag- ner builds on the triple assumption that learning is really practical, that higher education can have a practical impact
on a local community and that broad in- terdisciplinary knowledge is even more useful preparation for a future career. Such claims, even though controversial, fit well with the pragmatic consensus in American “pragmatic consensus” that strengthened around liberal arts in last three decades. For Eastern European liberal educa-
tion, which is a growing field, Wagner provides an interesting example of holis- tic educational vision that was implement- ed with relatively limited resources. Apart from administrators, this study may also be of interest to teachers and students who consider the traditional academic setting due to be revamped, even in lib- eral education programs. Any strategy of development of liberal education in East- ern Europe requires scaling up and mak- ing it more relevant for major stakehold- ers (as happened in the Netherlands and is now taking place in the UK), as well as overcoming the neoliberal pressures and academic reluctance. The Wagner case example may spark much needed dis- cussion on how to accomplish it without losing our soul. Keywords: Eastern Europe, civic en- gagement, liberal education, liberal arts education, pragmatism, higher education, practical liberal arts.
The authors are willing to translate the Polish discussion on transformation of the universities and reproduction of the intelligentsia into the language of global higher education trends. The tension between liberal education (multi-faceted, transformational) and liberalization of education (in an economic sense) is visible in project and product driven way of thinking (Michael D. Kennedy). Effective defense of liberal education by the Polish intelligentsia forms a requirement of changing the strategy, from internal one, based on ethos formed on implicit assumptions and status quo, into an empiric and evolving one, seeking assistance provided by other actors.
The article builds up on a thesis that ePortfolio, when fully integrated into a curriculum, can serve as an effective innovation because of those social trends. The benefits of ePortfolio, as reported from other countries (mostly U.S.), include: higher student engagement & feedback, individual reflection on the educational path, lifelong and life-wide learning, and even transformation of an individual student, curriculum or educational institution.
The latter part discusses federal, state and governor-level interventions in com- pulsory education as well as private initiative (e.g. charter schools). All of them aim at limiting the role of school boards which are charged ineffective mode of gover- nance. However, broader social processes may be at least partially responsible for deterioration of measurable learning outcomes by pupils in some districts.
Researchers and journalists that are already covering liberal education will hopefully find in students’ insider perspectives valuable and original contributions to their field of interest. Their accounts might also offer inspiration and caveats to those administrators, faculty, and sponsors currently running liberal education initiatives or considering doing so in the future. Last but not least, prospective liberal arts students will get a better idea of what to expect, current ones will find that others perhaps share their joys and struggles, and former ones can remember a formative phase in their lives.
►►http://liberal-arts.eu/ebook/◄◄
Nearly a hundred programmes and institutions created over the last three decades in several European countries now claim to offer a liberal arts education. However, their organizational forms, features and functions mentioned in the literature, and even the tradition of liberal education itself do not suggest a common vision of what that might entail. This thesis asks whether European liberal education should be viewed as a movement, a countermovement, a complex structure of core and fringes, or whether it is a misnomer.
The answer is sought in an exploratory collective case study of the visions of eight first leaders of such developments in eight European countries. The study generated original qualitative interview data regarding the theory, practice, and background of pioneering visions for liberal education. The data was analysed using sociological research methods, allowing comparisons between each case in order to determine the scope of overlap between each leader’s vision.
I propose that European liberal education can be perceived as a countermovement to the dominant logic of the disciplinary research university. This countermovement is animated by divergent interpretations of the three heterogenous themes: ontological complexity, transformational pedagogy, and organisational alternative.
This answer contributes to education studies research, providing an empirically grounded account of the visions behind important manifestations of European liberal education. It establishes an agenda for further explanatory, evaluative, comparative research on liberal education in Europe and beyond. The thesis also offers conjectures regarding the philosophical embeddedness of the framing of the question and the proposed answers in terms of multiple possible ontologies of European liberal education. Finally, this work addresses the importance of conceptual delineations for future practice and strategic choices ahead for liberal educators in Europe.