Abstract
Much like terms such as “scholar” and “understanding,” and even “mind,” “humanities,” “philosophy,” and ‘theory,” the terms “study” and “studying” are falling into desuetude in the language of higher education, if they have not already done so. The present special issue1 may be seen, therefore, as a rearguard action, to defend not only the term “study” but the very set of ideas that it represents. But this special issue does much more than that, for it is a creative project, providing a collective attempt to proffer glimpses of ways in which the idea of study may be rehabilitated in new forms in and around higher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
