Hátíðafyrirlestur um Þróun háskóla á 21. öld

 Hátíðafyrirlestur um Þróun háskóla á 21. öld í tilefni 30 ára afmælis
félagsvísindadeildar mánudaginn 10. september, kl 16-18 í stofu 101 í
Odda, HÍ. 
   

Erindi og málstofa um þróun háskóla á 21. öld á vegum
félagsvísindadeildar Háskóla Íslands. David F. Labaree, sem er prófessor
við mennatvísindadeild Stanford háskóla ræðir um þróun háskóla í
Bandaríkjunum í erindi sem hann nefnir: Reflections on the development
of the modern university. Í erindinu dregur hann fram atriði sem verða
grunnur umræðu á málstofu í framhaldi af erindinu.

Páll Skúlason stýrir síðan almennri umræðu um þessa þróun og hvernig
Evrópsku háskólarnir og þeir íslensku sérstaklega spegla hana.

David F. Labaree hefur skrifað bæði bækur og greinar um þróun menntunar
á háskólastigi, ekki síst starfsmenntunar almennt, en einnig
kennaramenntunar sérstaklega,  í umhverfi sem leggur ríka áherslu á
rannsóknir og fræði. 
 
Meðfylgjandi er um málstofuna á ensku, þar sem nánar er sagt frá
hugmyndum hans og ritverkum. 

An event in a series where the faculty of Social Science celebrates its
thirtieth anniversary.

Faculty of Social Science
University of Iceland

September 10th 2007, 16:00-18:00, Oddi 101


The match and mismatch between the idea and the pragmatics of the modern
university.
Reflections on the development of the modern university.

Ólafur Þ. Harðarson. Dean of the Faculty of Social Science

Reflections on the development of the modern university. A view from the
US. 
David F. Labaree, Professor and Associate Dean for Student Affairs,
School of Education, Stanford University 

16:40-18:00 Discussion with the audience
A reflection and discussion lead by 
Páll Skúlason, former rector of the University and Professor, Department
of philosophy, University of Iceland.

Topics for discussion: 

The development of professional education within the research culture
        Teacher education, engineering, business, … 
Liberal vs professional education, do they have a life together?
The issue of governance and management of a research university
The issue of academia, e.g. research, academic freedom, competition, …
The issue of financing of academia
Who is in control? Academics, administrators, students, governments,… ?

Perhaps also:
What are the universities for?
Where are they heading?

David Labaree and Páll Skúlason: Concluding remarks

David Labaree is Professor and Associate Dean for Student Affairs at the
School of Education, Stanford University. Having held the post of
professor at Michigan State University, in 2003 he moved to become a
professor at Stanford. He has recently also held the posts of president,
History of Education Society, vice president of Division F (History of
Education), AERA and been a member of the AERA executive board.

Among his interests is the pressure exerted by markets on democratic
education; also the peculiar nature of education schools as they have
evolved over the years in the U.S. Currently he is working on the
historical roots and continuing consequences of America’s distinctive
structure of higher education.

He has published the following books:

2006. Education, markets, and the public good : the selected works of
David F. Labaree. New York: Routledge, 2006. with the introductory
essay:  “Getting It Wrong”

2004. The trouble with ed schools. New Haven: Yale University Press.

1998. The making of an American high school: the credentials market and
the Central High School of Philadelphia, 1838-1939. New Haven : Yale
University Press, c1988.

1997. How to succeed in school without really learning : the credentials
race in American education. New Haven, Conn.: Yale University Press.

In the present context three of his recent papers, accessible on the
web, are particularly pertinent. 

Understanding the Rise of American Higher Education: How Complexity
Breeds Autonomy.
Abstract: This essay shows how the peculiar structure of American higher
education helps explain its success in world rankings. This structure
syncretizes contradictory goals, constituencies, sources of funds, and
forms of authority in a creative tension. One tension is between the
market and the state. Another is across three visions of higher
education – the undergraduate college (populist), graduate school
(elitist), and land grant college (practical). A third is the system’s
combination of traditional, rational, and charismatic authority. In
combination, these promote organizational complexity, radical
stratification, broad political and financial support, partial autonomy,
and adaptive entrepreneurial behavior.

An Uneasy Relationship: The History of Teacher Education in the
University.

From the introduction: “For better and for worse, teacher education in
the United States has come to be offered primarily within the
institutional setting of the university. …  Since the 1970s, teacher
education has been a wholly owned subsidiary of the university.

“Mutual Subversion: A Short History of the Liberal and the Professional
in American Higher Education”. 
>From the introduction: “The initial argument is that over the years
professional education has gradually subverted liberal education. The
counterpoint is that, over the same period of time liberal education
subverted professional education. ... [and argue] that the professional
has come to dominate the goals of higher education while the liberal has
come to dominate its content.