Download Anti-Education: On the Future of Our Educational by Friedrich Nietzsche PDF

By Friedrich Nietzsche

AN NYRB Classics Original

In 1869, on the age of twenty-four, the precociously remarkable Friedrich Nietzsche used to be appointed to a professorship of classical philology on the collage of Basel. He appeared marked for a profitable and traditional educational profession. Then the philosophy of Schopenhauer and the tune of Wagner remodeled his goals. The genius of such thinkers and makers—the form of genius that had emerged in historical Greece—this on my own was once the touchstone for actual figuring out. yet how was once schooling to serve genius, specially in a contemporary society marked an increasing number of via an unholy alliance among educational specialization, mass-market journalism, and the militarized country? whatever greater than good scholarship was once referred to as for. a brand new manner of training and wondering, a brand new philosophy . . .

What that new approach could be was once the query Nietzsche broached in 5 vibrant, renowned public lectures in Basel in 1872. Anti-Education presents a provocative and well timed reckoning with what is still one of many principal demanding situations of the fashionable world. 

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Is prohibited. An Accredited Web-Based Computer Information Systems Degree 25 Table 1: Comparison of CSAB IS Criteria and C-RAC Guidelines (continued) Category CASB IS Criteria C-RAC Guidelines (3) Program Objectives and Assessment š Educational objectives are documented and consistent with the mission of the institution š š Objectives include expected outcomes for graduating students š Process exists for periodic review of program/courses š Program assessment results used to identify/implement program improvement š Results of program review/actions taken must be documented š š Security of personal information is assured and security procedures are documented š Overall program effectiveness includes measures such as: - Match between student learning and intended outcomes - Extent to which student intent is met - Student retention rates - Student satisfaction, measured by periodic surveys - Faculty satisfaction, measured by periodic surveys - Extent to which access is provided to students not previously served - Extent to which library/learning resources are used appropriately by students - Student competence in fundamental communication, comprehension and analysis skills - Cost effectiveness of program to students, compared to campus-based alternatives š Program and results are reflected in the institution’s ongoing self-evaluation process Institutional evaluation of the program takes place in the context of the regular evaluation of all academic programs š (4) Faculty š Interests, qualifications and scholarly contributions of the faculty members are sufficient to teach/plan/modify courses and curriculum š Faculty members are current and active in the discipline š Majority of faculty hold terminal degrees; some must be in IS or closely related field š Faculty members have level of competence that would normally be obtained through graduate work in IS As part of institution’s overall assessment, student performance is compared to intended learning outcomes in each course and at program completion; assessment results of student achievement are documented Examinations are administered in circumstances that include firm student identification š Institution and participating faculty develop policies/agreements on workload, compensation, ownership of intellectual property resulting from the program, implications of program participation for faculty professional evaluation processes š Institution provides ongoing program of appropriate technical, design and production support for participating faculty members š Institution provides orientation/training on technologies/pedagogy to those responsible for program development and those working directly with students The guidelines focused on providing assistance to institutions in planning distance education activities, and on providing a self-assessment framework for institutions already involved in such endeavors (C-RAC, 1999).

Bolton, MA: Anker Publishing. Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. G. (1996). The Virtual University: A Report from a Joint Educom/IBM Roundtable, Washington, DC, November 5-6. Reporter Patricia Bartscherer, Administrative Assistant, Educom. L. (1995). What business needs from higher education. Educational Record, 76(4), 46-50. Vigilante, R. (1994). The Virtual College. New York: New York University.

Org). Thus, the knowledge pool (KP) of MODASPECTRA system is constituted by two different data stores: a data repository holding the learning resources and a database storing the metadata. org. QUALITY ASSURANCE PROCEDURES According to Kess et al. (2002), quality in education should not be forced into one single definition, but rather a collection of smaller elements, processes, which contribute to education quality in different dimensions. These elements, when chained together, constitute the overall quality in training, and the improvement of quality is achieved through simultaneous action on all these levels.

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