Intellectual Independence Research Articles

Sobre a universidade no Brasil na era do choque cultural: a formação para tecnologia

We live in an era of change which is characterized by the speed with which it occurs. This is a once-in-a-lifetime experience and without any previous standard which can serve as guidance. The ability of observation and computing developed in the last hundred years has given the convergence of various disciplines. Departmental barriers have disassembled giving rise to a "new science" characteristically interdisciplinary. If in research that attitude is very well accepted, particularly as regards the models, in the undergraduate courses, it is ignored. We must find new axes that meet the new scientific and technological scenario. The opportunity to create new universities in Brazil favors the deployment of new models whose identity is more suitable for the education of young university students. Most of our traditional universities are on route to extinction. It urges immediate action - bold and committed to the advancement of knowledge. We must break the cultural chains of the inferiority complex and subservience. Only in this way can we actually be inserted into the international community. Universities focusing on learning and not on teaching, research to expand the knowledge and not to fatten resumes, interdisciplinarity as an effect and not as a cause, as well as the recovery of mutual trust are essential items for new initiatives. Students must worry about competence and not about diplomas, worry more about intellectual independence than about disciplines; get off the treadmill and go to the top advancements of knowledge; protest less and make more proposals; and finally, not let themselves be blocked by formalities. The organization of parallel courses, informal and modern, is a lawful and necessary action.

Sobre a universidade no Brasil na era do choque cultural: a formação para tecnologia

We live in an era of change which is characterized by the speed with which it occurs. This is a once-in-a-lifetime experience and without any previous standard which can serve as guidance. The ability of observation and computing developed in the last hundred years has given the convergence of various disciplines. Departmental barriers have disassembled giving rise to a "new science" characteristically interdisciplinary. If in research that attitude is very well accepted, particularly as regards the models, in the undergraduate courses, it is ignored. We must find new axes that meet the new scientific and technological scenario. The opportunity to create new universities in Brazil favors the deployment of new models whose identity is more suitable for the education of young university students. Most of our traditional universities are on route to extinction. It urges immediate action - bold and committed to the advancement of knowledge. We must break the cultural chains of the inferiority complex and subservience. Only in this way can we actually be inserted into the international community. Universities focusing on learning and not on teaching, research to expand the knowledge and not to fatten resumes, interdisciplinarity as an effect and not as a cause, as well as the recovery of mutual trust are essential items for new initiatives. Students must worry about competence and not about diplomas, worry more about intellectual independence than about disciplines; get off the treadmill and go to the top advancements of knowledge; protest less and make more proposals; and finally, not let themselves be blocked by formalities. The organization of parallel courses, informal and modern, is a lawful and necessary action.

The Ethical, Legal, and Social Implications Program of the National Human Genome Research Institute: reflections on an ongoing experiment.

For more than 20 years, the Ethical, Legal, and Social Implications (ELSI) Program of the National Human Genome Research Institute has supported empirical and conceptual research to anticipate and address the ethical, legal, and social implications of genomics. As a component of the agency that funds much of the underlying science, the program has always been an experiment. The ever-expanding number of issues the program addresses and the relatively low level of commitment on the part of other funding agencies to support such research make setting priorities especially challenging. Program-supported studies have had a significant impact on the conduct of genomics research, the implementation of genomic medicine, and broader public policies. The program's influence is likely to grow as ELSI research, genomics research, and policy development activities become increasingly integrated. Achieving the benefits of increased integration while preserving the autonomy, objectivity, and intellectual independence of ELSI investigators presents ongoing challenges and new opportunities.

Scepticism and trust: two counterpoint essentials in science education for complex socio-scientific issues

In this response to Tom G. K. Bryce and Stephen P. Day’s (Cult Stud Sci Educ. doi:10.1007/s11422-013-9500-0, 2013) original article, I share with them their interest in the teaching of climate change in school science, but I widen it to include other contemporary complex socio-scientific issues that also need to be discussed. I use an alternative view of the relationship between science, technology and society, supported by evidence from both science and society, to suggest science-informed citizens as a more realistic outcome image of school science than the authors’ one of mini-scientists. The intellectual independence of students Bryce and Day assume, and intend for school science, is countered with an active intellectual dependence. It is only in relation to emerging and uncertain scientific contexts that students should be taught about scepticism, but they also need to learn when, and why to trust science as an antidote to the expressions of doubting it. Some suggestions for pedagogies that could lead to these new learnings are made. The very recent fifth report of the IPCC answers many of their concerns about climate change.

The origins of the ‘two cultures’ debate in the adult education movement: the case of the Working Men’s College (c.1854–1914)

Focusing on the Working Men’s College (WMC), this study charts the chequered fortunes of a Victorian project: providing workers with a ‘liberal education’. The paper analyses the project’s aim (making ‘better citizens’), its disciplinary content (the humanities and/or the sciences) and its challenges (the increasing prestige of vocational studies). It argues that, in an increasingly professionalised society, a ‘liberal education’ for workers became contentious ground. As the role of the sciences within a ‘liberal education’ diminished, and the provision of practical skills took precedence in the local-authority-funded courses, Victorian workers’ opportunities for education became polarised between ‘useful’ sciences and ‘profitless’ humanities. With natural scientists losing the intellectual independence of their discipline to technicians, the WMC Edwardian educators chose to side unequivocally with the humanities. The paper contends that it was in the Edwardian context of the adult education movement that the ‘two cultures’ debate first emerged in Britain.

Influence of need for cognition and need for cognitive closure on three information behavior orientations

ABSTRACTNeed for Cognition and Need for Cognitive Closure are two stable traits that can enlighten the understanding of inter‐individual variations in information behavior. Following a qualitative phase, an information behavior scale was developed using items related to the ways in which information is needed, sought, used and shared. This scale was tested with 122 undergraduate students. Results of a factor analysis indicated three different and non‐mutually exclusive aspects of information behavior: orientation to rule following, preference for familiarity and simplicity, and desire for intellectual independence. Analyses of variances for each factor, using scores for Need for Cognition and Need for Cognitive Closure as independent variables, indicated that these two traits produce significant effects on information behavior. A significant main effect of Need for Cognition was observed for the orientation to rule following and the desire for intellectual independence. A significant main effect of Need for Cognition was observed for the preference for familiarity and simplicity. Lastly, a significant interaction effect between Need for Cognition and Need for Cognitive Closure was also observed for the desire for intellectual independence.

Communication Studies: Why We Need to Design Environments that Cultivate Creative Competency

The response by Australian universities to rapid technological change and industry dissatisfaction with graduate competencies has been to identify transferable skills that support lifelong learning. Creativity is a core competency in higher education policy and curriculum frameworks, but it is rarely made explicit at the level of learning outcomes, activities and assessment. This article argues that creative competency is central to the needs of Communication Studies graduates. We demonstrate why we need to shift creative thinking from the margins to the core of learning outcomes, activities and assessment. We explain the significance of an environment that is connectivist, that raises students’ awareness about creative processes, encourages them to focus on explicit learning goals, find strategies to tolerate uncertainty, take intellectual risks and to learn through experimental play. Finally, we argue that such an environment cultivates creative competency by fostering intellectual risk-taking, a tolerance for uncertainty and an agility to move between knowledge systems and to make connections between existing ideas and skills. Such an environment will enable students to develop the intellectual independence as well as the range and depth of skills required of Communications graduates in the twenty-first century.

Intellectual Independence: Islamism and the Decentering of Europe: disClosure interviews S. Sayyid

Intellectual Independence: Islamism and the Decentering of Europe: disClosure interviews S. Sayyid

Religion and Child-Rearing Values in Turkey

Numerous studies have examined the connection between religion and child-rearing values—operationalized in terms of the importance placed on specific traits in children—in the United States and other mainly Christian societies. Much of this work involves the relative priority placed on “intellectual heteronomy” (obedience to authority) versus “intellectual autonomy” (thinking for oneself). Here, we augment this work focusing on Turkey, a predominantly Muslim society. Using data from the World Values Survey ( n = 3,401), findings indicate that religious factors are strong positive predictors of the emphasis on (a) obedience to authority and (b) good manners, but inversely associated with an emphasis on (a) intellectual independence and (b) imagination. The estimated net effects of religion are strongest and most consistent for intellectual autonomy. Furthermore, the links between religious variables and child-rearing orientation are robust across age/cohort, gender, and educational categories. Implications and future directions are discussed.

Japan’s higher education incorporation policy: a comparative analysis of three stages of national university governance

A number of countries with public higher education systems have implemented privatisation policies. In Japan, the national government introduced the National University Corporation Act (NUCA) in 2004 and changed the legal status of national universities from that of government-owned public institutions to independent administrative agencies. Its objective was to incorporate them, giving their presidents discretionary power and encouraging financial independence and autonomous administration. Applying McNay’s models of university governance, this paper tracks three stages of university governance longitudinally from 1886, when Japan’s modern higher education system was established, to reveal the historical roots of problems that the NUCA is meant to address. In addition, the effects of the NUCA over the first 6-year period (2004–2009) are examined based on data analysis. Its criteria for analysis are developments in the direction of financial, administrative and intellectual independence, accompanied by increased levels of transparency and public accountability.

‘My music, my freedom(?): the troubled pursuit of musical and intellectual independence on the Internet in Indonesia’

In Indonesia, the Internet has reshaped music industry praxis, particularly artist marketing and promotion. It is also a primary resource for artistic inspiration, providing musicians and producers with unprecedented access to recording artists worldwide. Finally, for the nation's top musicians, the Internet can lead to national and even international recognition, by means independent of – and even superior to – the production, distribution, or promotional support Indonesia's major record labels can provide. Answering Lysloff's call that examinations of digital media should consider how and why they are meaningful,this qualitative analysis examines the Internet practices consultants believe have radically reshaped Indonesia's national music industry and advanced its global impact. Particularly among the nation's self-described non-mainstream or independent music professionals, the Internet has revolutionized professional and social communication. Furthermore, through online intellectual critique, individual contributors also debate artistic ideals, as well as broader social and political problems. The Internet, thus, circumscribes a network of musically and socially likeminded individuals who engage in thoughtful debate about the arts and society in a presumably safe and egalitarian environment. There are limits to the Internet's equanimity and its users’ abilities to secure artistic and intellectual independence; however, spatial proximity to the music industry's epicenter in Jakarta, rhetorical dexterity in Internet correspondence, and Internet legislation all pose particular challenges to the democratization of Indonesia's independent music industry network and the professional and social relationships that happen through its channels.

CREATING FACULTY BUY-IN: LEADERSHIP CHALLENGES IN IMPLEMENTING CEAB GRADUATE ATTRIBUTES

In 2009 the Canadian Engineering Accreditation Board (CEAB) announced its intention requiring all undergraduate engineering programs in Canada to utilize twelve graduate attributes for assessing the capacities of its students. In response, engineering faculties across the country have been experimenting with creating processes that incorporate these graduate attributes as a means to stimulate program improvement to achieve curricular and program innovation. Many of the support resources (like the inter-university collaboration EGAD, for example) have focused largely in three directions – definitional, programmatic and information management challenges faced by different engineering programs.Less attention has been given to identifying and addressing leadership challenges faced by faculty administrators in piloting curricular and programmatic changes such as the CEAB graduate attributes. We argue that these challenges result from fundamental features of university educational culture: faculty members place great value upon autonomy in their workplace, and likewise expect a high degree of intellectual independence in designing courses. The introduction of CEAB attributes, together with the mandated changes they will bring to course design, is perceived by faculty members as an external imposition. Such a perception we suggest introduces some scepticism in the faculty about its efficacy leading to a disengagement from the change process. Thorough attention to these cultural factors impacting on graduate attributes adoption is crucial to the implementation of successful curriculum development.Describing these challenges in detail, this paper will outline some pathways that can circumvent these impediments to curricular innovation.

The Second Essential Tension: on Tradition and Innovation in Interdisciplinary Research

In his analysis of “the essential tension between tradition and innovation” Thomas S. Kuhn focused on the apparent paradox that, on the one hand, normal research is a highly convergent activity based upon a settled consensus, but, on the other hand, the ultimate effect of this tradition-bound work has invariably been to change the tradition. Kuhn argued that, on the one hand, without the possibility of divergent thought, fundamental innovation would be precluded. On the other hand, without a strong emphasis on convergent thought, science would become a mess created by continuous theory changes and scientific progress would again be precluded. On Kuhn’s view, both convergent and divergent thought are therefore equally necessary for the progress of science. In this paper, I shall argue that a similar fundamental tension exists between the demands we see for novel insights of an interdisciplinary nature and the need for established intellectual doctrines founded in the classical disciplines. First, I shall revisit Kuhn’s analysis of the essential tension between tradition and innovation. Next, I shall argue that the tension inherent in interdisciplinary research between, on the one hand, intellectual independence and critical scrutiny and, on the other hand, epistemic dependence and trust is a complement to Kuhn’s essential tension within mono-disciplinary science between convergent and divergent thought.

The Persona of a Poseq: Law and Self-Fashioning in Seventeenth-Century Ashkenaz

��� With the publication of Jacob Katz’s Masoret u-Mashber and Haim Hillel Ben-Sasson’s Hagut ve-Hanhagah just over a half century ago, rabbinic responsa gained wide recognition as a valuable historical source for the study of late medieval and early modern Jewish history. The two Hebrew works, composed by eminent Israeli scholars, drew heavily on this largely overlooked literature and from ethical-moral writings as well, in order to reconstruct patterns of leadership and authority that prevailed in Ashkenazic kehillot, to probe deep-seated social and religious tensions, and to examine the relations between Jews and the surrounding general society and culture. Over the past several decades, the historical literature has come to rely on these sources rather routinely. Historians have also regularly consulted rabbinic responsa in order to measure, substantiate or disprove—as the case may be—the impact of major historical events and trends. The spread of Sabbatianism, the reception of the Enlightenment, the decline of rabbinic authority, and the first stirrings of secularization are several of the major themes in early modern Jewish history that have been studied profitably with the assistance of responsa. But it is also clear from an extended exchange between Ben-Sasson and Katz that the use of responsa raises any number of methodological questions that continue to divide historians to this day. 1 This essay will not occupy itself with questions concerning the reliability of responsa or other rabbinic writings as historical sources, nor will it dwell on the perspectives they bring to certain historical events. Preoccupation with the decline of religious authority and ritual observance, viewed by many as an essential condition of modernity, has all too often obscured important themes in cultural and intellectual history. It has also reinforced the assumption that Jewish law remained largely intact prior to the nineteenth century. Instead of focusing so much attention on the growth or decline of rabbinic authority, historians might consider exploring the dynamics of rabbinic authority in broader terms. Intellectual creativity and independence,

IL1 - Progress in Ovarian Cancer Treatment Through GCIG Collaborative Trials

ABSTRACT Ovarian cancer is a relatively uncommon tumour and progress in treatment has occured through small increments requiring large-scale trials. The Gynecological Cancer InterGroup was formed in 1994 to encourage collaboration and avoid unnecessary repetition of research. Trials conducted by the International Collaborative for Ovarian Neoplasia (ICON) Group and the EORTC, Canadian and Australian groups were the catalysts to bring together a more formal collaboration of established national trials groups. The aims of the GCIG are to promote international cooperation in clinical research, perform studies in rare tumours, stimulate evidence-based medicine and support educational activities. Over the years, the GCIG has conducted many different trials, including GOG182-ICON5, the largest and fastest recruiting trial in ovarian cancer, held four international consensus conferences on ovarian cancer to review evidence and set standards, and developed strategies for research. A section of the GCIG is directed towards the facilitation of academic research through harmonization of methodologies and developing common approaches to lessen the bureaucracy of clinical trial regulations. The success of the GCIG results from its relationship between participants, based on mutual respect, equality and recognition of the intellectual contribution from individual group members. Landmark trials that have pushed forward our knowledge will be presented; however, the recognition that ovarian cancer is not a single disease but one with an heterogenous biology underlines the need for a concerted international approach to trials in what are effectively rare tumours. Maintenance of intellectual independence from industry is a major challenge as the costs rise through ever increasing complex trial regulations. However, the current 23 Groups from Europe, North and Central America, Far East and Australia represent a powerful body to influence industry and help direct future research.

Inter-Institutional Partnerships Propel A Successful Collaborative Undergraduate Degree Program In Chemistry

Small private liberal arts colleges are increasingly tuition-dependent and mainly attract students by creating student-centered learning communities. On the other hand, larger universities tend to be trendsetters where its faculty tend to seek intellectual independence and are involved in career focused cutting-edge research. The Institutional Development Awards (IDeA) and Experimental Program to Stimulate Competitive Research (EPSCoR) are federal-state-university partnerships that builds basic research infrastructure and coax the state-wide higher education institutions to collaborate with each other in order to enhance their competitiveness. As a result in Delaware, Wesley College instituted curricular and operational changes to launch an undergraduate program in biological chemistry where its students take three upper division chemistry courses and can choose to participate in annual summer undergraduate internships at nearby Delaware State University.

The fight over the global development agenda: How the west tries to marginalise UNCTAD

The UN Conference on Trade and Development (UNCTAD) has a long history of intellectual independence. This article details how Western countries tried to marginalise the organisation and its work — which is often critical of Western powers — during the 2012 UNCTAD conference. While developing countries were able to mobilise and partially beat back these attempts for now, the organisation’s ability to contribute to global macroeconomics remains under threat.

Every Man a Socrates? Tocqueville and the Conceit of Modernity

Tocqueville provides a compelling portrait of the American and indeed the democratic mind that still rings true in many respects. The principal features of this portrait constitute a coherent if problematic creed, which I call popular Socratism. This creed embraces intellectual independence, the vindication of self-interest, and a commitment to knowing what is useful to know. Such principles should add up to intellectual rigor and vigor and above all to freedom of mind, as they did in Socrates. Yet somehow they do not. Why not? The answer is complex, but its core can be simply (if strangely) expressed: unlike original Socratism, popular Socratism entails the forgetting of eternity. What if anything can be done? Tocqueville looks to religion and classical learning to counter the worst failings of popular Socratism. I follow him in this but conclude by considering what he does not—namely, whether a popular Socratism could be a genuine Socratism.

Confederate Minds: The Struggle for Intellectual Independence in the Civil War South

Confederate Minds: The Struggle for Intellectual Independence in the Civil War South

Feeling the impact

Maria Jansen and Dirk Ruwaard state that ‘ in addition to scientific quality, societal impact is an explicit objective of important areas of research. This is especially true for applied research . ’ Hence, they advocate that societal impact should be given equal weight to scientific impact when measuring the performance of health researchers. We feel that this raises some fundamental questions for all Public Health academics who work in universities. What is a university designed to do? How should academia and its outputs be assessed and valued? Should different academic subjects be valued differently? The Bologna declaration of 1988 tells us what a university is designed to do. This declaration has been turned into an EU Joint declaration of the European Ministers of Education and signed by 752 universities worldwide, almost certainly including the universities of many people reading this. This document defines a university as ‘an autonomous institution’ which ‘produces, examines, appraises and hands down culture by research and teaching,’ describing the university as ‘enriching minds.’ The Bologna declaration proclaimed four fundamental principles of a university. The four fundamental principles are: (i) moral and intellectual independence from political authority and economic power; (ii) inseparability of teaching and research; (iii) freedom in research and training; and (iv) attainment of universal knowledge, to transcend geographical and political frontiers, and to affirm the need for different cultures to know and influence each …