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Martin Heale

Learning was always a central component of the monastic life, but the involvement of monks and canons in university studies from the late thirteenth century (with considerable papal encouragement) signalled a significant change of emphasis. Although only a small minority of religious ever attended university, this intellectual elite tended to dominate monastic

in Monasticism in late medieval England, c. 1300–1535
Surviving change c.1970-90
Duncan Mitchell

10 Learning disability nursing: surviving change, c.1970–90 Duncan Mitchell Many learning disability nurses who came into the job, as I did, in the 1980s would have been told, like I was, that there was no future in the work. The main reason for this was that the institutions in which training took place were on closure programmes. At the time it was widely thought that when the institutions went, so would the nurses. This was not simply paranoia on the part of the nurses; there was a lot of evidence to support the view that the profession was finished, or at

in Mental health nursing
Pragmatism and politics in place 
Alice E. Huff

, fallibilism and experiential learning provides a necessary counterpoint to agonistic theory, pointing scholars towards more generative ways of thinking about difference in democratic life. For Dewey, engagement across difference is important because it provides experiences that help people to test and revise their assumptions about the world; people learn from the experience of negotiating conflicting ideas and values and this in turn produces new political opportunities. A scholarly focus on contextualised experience surfaces concerns that preoccupy political participants

in The power of pragmatism
The educational vision of John McGahern
Kevin Williams

8 Learning to love the world: the educational vision of John McGahern1 Kevin Williams Education, properly speaking, is identity constitutive, and what is striking from the point of view of philosophy of education is the manner in which John McGahern, in autobiographical writing and in interviews, articulates so eloquently how the experience of learning came to shape his sensibility and very identity. This was despite the narrow focus of the curriculum that he experienced as a pupil and taught as a teacher. During all of this period, McGahern calculated that over

in John McGahern
Rebecca Walker

3 Living and learning in Batticaloa ‘Do[ing] something at the time’ One March afternoon, at the height of the dry season, a group of us were sitting around in a circle in the main room of the house where I stayed. We had deliberately positioned ourselves in the centre of the room beneath the ancient dusty fan, which reluctantly whirred over our heads like a low-flying helicopter. Slouched on woven mats, our sleepy bodies melted onto the cool floor as the blades of the fan cut through the still air as they picked up pace and found their rhythm. Freshly squeezed

in Enduring violence
Janice Norwood

1 Debuts and learning the craft ‘Miss Cleveland will make her first appearance in the character of Juliet’ proclaims an advertisement in the Era for a performance of Romeo and Juliet at the Royal Marylebone Theatre on 20 March 1854.1 This example, though unremarkable in itself, is typical of the attention drawn to debut performances. They were marketed as notable events where the novelty of the newcomer and uncertainty about her ability were intended to pique the audience’s interest. Success at these daunting occasions depended upon the putative actress

in Victorian touring actresses
International Perspectives

It is important to address the key social and cultural theorisations around issues such as freedom, democracy, knowledge and instrumentalism that impact the university and its relationship with and to the arts. This book maps out various ways in which the arts and creative practices are manifest in contemporary university-based adult education work, be it the classroom, in research or in the community. It is divided into three sections that reflect the normative structure or 'three pillars' of the contemporary university: teaching, research and service. The focus is on a programme that stems from the university's mission and commitment to encouraging its graduates to become more engaged citizens, willing to think critically and creatively about issues of global import, social justice and inequality. The Storefront 101 course, a free University of Calgary literature course for 'non-traditional' adult learners, aims to involve students in active dialogic processes of learning and civic and cultural engagement. Using the concept of pop-up galleries, teacher education is discussed. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, and outlines current arts-based theories and methodologies. It provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. A more holistic and organic approach to lifelong learning is facilitated by a 'knowing-through-doing' approach, which became foregrounded as a defining feature of this project.

Toward a dialogue with foreign policy analysis
Sebastian Harnisch

Since the 1970s, policy learning has been examined in Foreign Policy Analysis (FPA), bringing it more in line with public policy studies (PPS) where such changes have been analyzed since the 1940s. It follows that policy learning constitutes no stand-alone approach in Public Policy (PP) but rather figures as a central theoretical template in several approaches. The major difference vis-à-vis FPA learning, however, is that the latter foregrounds fundamental policy changes involving the learning agent’s identity or interests rather than

in Foreign policy as public policy?
Chris Duke, Michael Osborne, and Bruce Wilson

11 The PURE Project and inter-regional learning Introduction – the nature and spread of learning The universal talent for learning was assumed by the organised community many eras ago to belong in part beyond the family group. Schooling began as organised learning required by the young. It was extended over time through young and into early adult years. Informally in recent centuries, and in formal and at times mandatory ways more recently, it has extended through much of the lifespan to include the education and training of adults; in their own interest, and in

in A new imperative
Shifting values in university settings
Kathy Sanford and Kristin Mimick

1 Embodied learning through story and drama: shifting values in university settings Kathy Sanford and Kristin Mimick Beginnings T he opportunity to teach a graduate course focused on oral language and literacy – what we call ‘oracy’ – came late in the year, followed soon after by the opportunity to team-teach. For both of us this was a new experience. Kathy, a faculty member in language and literacy education, was teaching the oracy course for the first time, and Kristin, having recently completed her PhD in drama education, had considerable experience with

in Lifelong learning, the arts and community cultural engagement in the contemporary university