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” (p. 15). It is telling that a military acronym VUCA (volatility, uncertainty, complexity, ambiguity) has been widely adopted by institutions, businesses, and organizations to capture the notion that disruption is not only an expected feature of organizational life but also presents unexpected

In: Navigating Uncertainty
Chapter 2 Getting to Know Your Institution
Authors: Fiona Hunter and Neil Sparnon

; – outstanding communication skills in diverse media; – multicultural, global and ethical awareness of diverse peoples and communities; – ability to work collaboratively as part of a team; – potential for leadership. Your graduates bring your mission to life. They are living and working mission and

In: An Illustrated Guide to Managing Institutions of Higher Education

relevant distinction between “getting by” and “getting ahead.” Bonding social capital involves trust and reciprocity in closed networks and helps the process of getting by in life on a daily basis. Getting ahead, in contrast, is facilitated through the crosscutting ties that take the form of bridging

In: Navigating Uncertainty
2 What Is a Democracy?

shared values to become manifest. This process is one of give and take communication between and among many members of different societal subgroups such as families, schools, governmental structures, and more. In a form of social life that meets the standard, people are motivated to engage in activities

In: The Handbook of Dewey’s Educational Theory and Practice
3 Mindfulness and Progressive Education

being alive. That is why mindfulness is a source of happiness and joy. (para. 2) This basic tenet of Buddhist philosophy is not far from Dewey’s famous equation of living with education (1897), where he points out that education is the art of learning to maximize what life has to offer us in our

In: The Handbook of Dewey’s Educational Theory and Practice
10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach

their own submergence in the habitual, even in what they conceive to be virtuous, ask the ‘why’ in which learning and moral reasoning begin. (p. 46) For Dewey (1939) , democracy was an ethical or moral ideal. He believed that a moral ideal was a choice, a preference for living one type of life as

In: The Handbook of Dewey’s Educational Theory and Practice
Authors: Joy Higgs and Daniel Radovich

Creativity is a central source of meaning in our lives … most of the things that are interesting, important, and human are the results of creativity. … when we are involved in it, we feel that we are living more fully than during the rest of life. ( Csikszentmihalyi, 2013 , pp. 1

In: Challenging Future Practice Possibilities
10 The Language of Employability
Authors: Doug Cole and Raphael Hallett

university as a catalyst for economic and industrial success. Many of these advisory narratives, motivated primarily by a concern with the economic measurement and impact of higher education, have focused on the university as a training ground for a future workforce. We recognise that in certain industry

In: Education for Employability (Volume 1)
12 A Deweyan Faith in Democratic Education

Democracy is a way of life controlled by a working faith in the possibilities of human nature. John Dewey (1939) Introduction In this chapter I have revisited an interview I conducted with a self-identified democratic teacher from Ohio. I am exploring Joan’s (pseudonym) interview

In: The Handbook of Dewey’s Educational Theory and Practice
Authors: Franziska Trede and Joy Higgs

one’s life dream will require a longer and committed pathway. Agency then can be understood to relate closely with time and situatedness. Hitlin and Elder (2007) have developed a useful framework to think about agency as self in relation to time. They suggest analysing agency through a temporal lens

In: Challenging Future Practice Possibilities