A curriculum for critical being

The Palgrave Handbook of Critical Thinking in Higher Education

Volumn , Issue , 2015, Pages 63-76

  Barnett, Ronald ^a,b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84960249032     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1057/9781137378057.0007     Document Type: Chapter

References (13)

1. Bauman, Z. 1991. Modernity and the Holocaust. Cambridge: Polity.
2. Giddens, A. 1991. Modernity and Self-Identity: Self and Society in the Late Modern Age. Cambridge: Polity.
3. Giddens, A. 1994. Beyond Left and Right: The Future of Radical Politics. Cambridge: Polity.
4. Goodlad, S. 1995. Conflict and Consensus in Higher Education. London: Hodder and Stoughton.
5. Halsey, A. H. 1982. Decline of Donnish Dominion. Oxford: Clarendon Press.
6. Lyotard, J.-F. 1984. The Postmodern Condition: A Report on Knowledge. Manchester: University of Manchester.
7. Nash, A. S. 1945. The University and the Modern World. London: SCM Press.
8. Nisbet, R. 1971. The Degradation of the Academic Dogma. London: Heinemann.
9. Schön, D. A. 1987. Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.
10. Scott, P. 1995. The Meanings of Mass Higher Education. Buckingham: Open University Press/SRHE.
11. Sotto, E. 1994. When Teaching Becomes Learning: A Theory and Practice of Teaching. Trowbridge: Redwood books.
12. Steiner, G. 1984. “To Civilise Our Gentlemen.” In A Reader. London: Penguin.
13. Stryker, L. 1996. “The Holocaust and Liberal Education.” In The University in a Liberal State, edited by B. Brecher, O. Fleischmann, and J. Halliday. Aldershot: Avebury.