Keywords
the common
revolution
university
natural science
social science
How to Cite
Abstract
This paper presents the further development of the concept of student as producer from a project that seeks to radicalise the idea of the university by connecting research and teaching, to a vision of higher learning and revolutionary science based on the reconnection of the natural and the social sciences. The argument is sustained and developed by a critical engagement with classical texts in management studies as well as Marxist writing that has emerged out of the recent wave of student protests against the increasing privatisation and financialisation of higher education. The paper provides a case study where the natural and the social sciences are being brought together in a postgraduate research education programme at the University of Lincoln. The case study includes a debate about the essence of revolutionary science through an exposition of the work of two major revolutionary scientists, Robert Grosseteste (1170–1253) and Karl Marx (1811–1883).References
Alternative Art College. 2012. http://alternativeartcollege.co.uk/ (data dostępu: 24.08.2015).
Augé, Marc. 2013. Nie-miejsca: Wprowadzenie do antropologii hipernowoczesności. Tłum. Roman Chymkowski. Warszawa: PWN.
Benjamin, Walter. 2011. „Twórca jako wytwórca.” W tegoż, Twórca jako wytwórca: Eseje i rozprawy. Tłum. Robert Reszke. Warszawa: KR.
Benjamin, Walter. 1996. „The Life of Students.” W Selected writings, t. 1, 1926–1936, red. M. Bullock, M.W. Jennings. Cambridge: Belknap Press of Harvard University Press.
Birnbaum, Robert. 2000. Management Fads in Higher Education: Where They Come From. What They Do. Why They Fail. San Francisco: Jossey-Bass.
Bovill, Catherine, Cook-Sather, Alison i Peter Felten. 2011. „Students as Co-creators of Teaching Approaches, Course Design, and Curricula: Implications for Academic Developers.” International Journal for Academic Development 16(2).
Boyer, Ernest. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, New Jersey: Carnegie Foundation for the Advancement of Teaching.
Brew, Angela. 2006. Research and Teaching: Beyond the Divide. London: Palgrave Macmillan.
Browne, Lord. 2010. „Independent Review of Higher Education Funding and Student Finance.” http://webarchive.nationalarchives.gov.uk/+/hereview.independent.gov.uk/hereview/ (data dostępu: 24.08.2015).
Burkett, Paul. 1999. Marx and Nature: A Red and Green Perspective. New York: St Martin’s Press.
Castree, Noel. 2007. „Making First World Political Ecology.” Environment and Planning A 39(8).
Choo, Kristin. 2011. „Plowing Over: Can Urban Farming Save Detroit and Other Declining Cities? Will the Law Allow It?” ABA Journal. www.abajournal.com/magazine/article/plowing_over_can_urban_farming_save_detroit_and_other_declining_cities_will/ (data dostępu: 24.08.2015).
Clarke, Simon. 1988. Keynesianism, Monetarism and the Crisis of the State. Aylesbury: Edward Elgar.
Clarke, Simon. 1991. Marx, Marginalism and Modern Sociology. London: Palgrave Macmillan.
Coley, Rob, Lockwood, Dean i Adam O’Meara. 2012. „Deleuze and Guattari and Photography Education”. Rhizome 23. http://rhizomes.net/issue23/coley/index.html (data dostępu: 24.08.2015).
Cote, Mark., Day, Richard. i Greig de Peuter. 2007. Utopian Pedagogy: Radical Experiments Against Neoliberal Globalisation. Toronto: University of Toronto Press.
DeGolyer, Michael.1992. The Greek Accent of the Marxian Matrix. W Marx and Aristotle, red. G. McCarthy. Maryland: Rowman & Littlefield.
Dinerstein, Ana. i Micheal Neary (red.). 2002. The Labour Debate: The Theory and Practice of Capitalist Work. London: Ashgate.
Drucker, Peter. 1993. Post-Capitalist Society. New York: Harper Business.
Du Gay, Paul. 2000. In Praise of Bureaucracy: Weber, Organisation, Ethics. Los Angeles-London: Sage.
Edu-factory Collective. 2009.Towards an Autonomous University. New York: Autonomedia.
Endnotes. 2010. „Communisation and Value Form Theory. #2.” http://endnotes.org.uk/articles/4 (data dostępu: 24.08.2015).
Federici Silvia. i Caffentzis Geogrge. 2011. Uwagi o Edu-Factory i kapitalizmie kognitywnym. W Edu-factory: Samoorganizacja i opór w fabrykach wiedzy, red. Jan Sowa, Krystian Szadkowski. Kraków: ha!art.
Foster, John Bellamy. 2000. Marx’s Ecology: Materialism and Nature. New York: Monthly Review Press.
Fuller, Steve. 2009. The Sociology of Intellectual Life: The Career of the Mind in and around the Academy. Los Angeles-London: Sage.
Goodall, Amanda. 2009. Socrates in the Boardroom: Why Research Universities Should be Led by Top Scholars. Princeton: Princeton University Press.
Gorz, André. 1987. Ecology as Politics. London: Pluto Press.
Harney Stefano i Fred Moten. 2011. „Uniwersytet i podwspólność.” Tłum. Magdalena Prusinowska, Małgorzata Zielińska, Piotr Kowzan. http://www.ha.art.pl/prezentacje/39-edufactory/1815-stefano-harney-fred-moten-uniwersytet-i-podwspolno.html (data dostępu: 24.08.2015).
Hagyard, Andy. 2009. „Student Intelligence: Challenging Received Wisdom in Student Surveys.” W The Future of Higher Education: Policy, Pedagogy and the Student Experience, red. L. Bell, H. Stevenson i M. Neary. London: Continuum Press.
HEFCE. 2010. „Employability statement.” www.hefce.ac.uk/pubs/year/2010/cl122010/ (data dostępu: 24.08.2015).
Hendrix, John. 2011. Architecture as Cosmology: Lincoln Cathedral and English Gothic Architecture. New York, Oxford: Peter Lang.
Himanen, Pekka. 2001. The hacker Ethic and the Spirit of the Information Age. London: Random House.
Holloway, John. 2010. Change the World Without Taking Power. London: Pluto Press.
Invisible Committee. 2009. The Coming Insurrection. Los Angeles: Semiotexte.
Jenkins, Alan i Mick Healey. 2009. „Developing Undergraduate Research and Inquiry.” York: Higher Education Academy. www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf (data dostępu: 24.08.2015).
Kay, Geoffrey. i James Mott.1982. Political Order and the Law of Labour. London: Macmillan.
Lambert, Cath, Mockridge, Alex, Taylor, Paul i Danny Wilding. 2012. „Reinventing Engagement.” W Engaging with Learning in Higher Education, red. I. Solomonides, A. Reid i P. Petocz. Oxford: Libri.
Lampedusa, G. Thomasi di. 1961. Lampart. Tłum. Zofia Ernstowa. Warszawa: PIW.
Lyotard, Jean-François. 1997. Kondycja ponowoczesna: Raport o stanie wiedzy. Tłum. Małgorzata Kowalska i Jacek Migasiński. Warszawa: KR.
Marks, Karol. 1949. Tezy o Feuerbachu. W Karol Marks, Fryderyk Engels, Dzieła wybrane, t. 2. Warszawa: Książka i Wiedza.
Marks, Karol. 1961. Ideologia niemiecka, MED, t. 3. Warszawa: Książka i Wiedza.
Marks Karol, Engels Fryderyk. 1962. Manifest Komunistyczny. W MED, t. 4. Warszawa: Książka i Wiedza.
Marks, Karol. 1968. Kapitał, t. I. W MED, t. 23. Warszawa: Książka i Wiedza.
Marks, Karol. 1972. Krytyka programu gotajskiego. W MED, t. 19. Tłum. Antoni Bal, Stefan Bergman. Warszawa: Książka i Wiedza.
Marks, Karol. 1966. Różnica między demokrytejską a epikurejską filozofią przyrody: rozprawa doktorska wraz z aneksem i pracami przygotowawczymi. Tłum. Irena Krońska. Warszawa: Książka i Wiedza.
McEvoy James. 2000. Robert Grosseteste. Oxford: Oxford University Press.
McNally, David. 2011. Global Slump: The Economics and Politics of Crisis and Resistance. Oakland, CA: PM Press.
Neary, Mike. 2004. „Travels in Moishe Postone’s Social Universe: a Contribution to a Critique of Political Cosmology.” Historical Materialism 12(3).
Neary, Mike. 2006. „Crime and the University: The Story of Sort’d – a Community Education Project”. Probation Journal. 53(2). http://prb.sagepub.com/content/53/2/124.full.pdf (data dostępu: 24.08.2015).
Neary, Mike., 2012a. „Beyond Teaching in Public: The university as a Form of Social Knowing”. W Towards Teaching in Public: Reshaping the Modern University, red. M Neary, H. Stevenson, L. Bell. London: Continuum.
Neary, Mike., 2012b. „Teaching Politically: Policy, Pedagogy and the New European University”. Critical Journal of Education Policy (w przygotowaniu).
Neary, Mike i Glenn Rikowski. 2002. „Time and Speed in the Social Universe of Capital”. W Social Conceptions of Time: Structure and Process in Work and Everyday Life, red. G. Crow, S. Heath. Basingstoke: Palgrave Macmillan.
Neary, Mike i Gary Saunders. 2011. „Leadership and Learning Landscapes: The Struggle for the Idea of the University”. Higher Education Quarterly. 65(4).
Neary, Mike., Winn, Joss. 2009. „The Student as Producer: Reinventing the Student Experience in Higher Education”. W The Future of Higher Education: Policy,
Pedagogy and the Student Experience, red. L. Bell, H. Stevenson, M. Neary. London: Continuum.
Peters, Tom.1992. Liberation Management. Basingstoke: Macmillan.
Postone, Moishe. 1996. Time, Labour and Social Domination: a Reinterpretation of Marx’s Critical Theory. Cambridge: Cambridge University Press.
QAA. 2012a. „Student Engagement: Students Get to the Heart of the Issues.” www.qaa.ac.uk/Partners/students/student-engagement-QAA/Pages/default.aspx (data dostępu: 24.08.2015).
QAA. 2012b. „QAA partners.” www.qaa.ac.uk/Partners/students/student engagement-QAA/Pages/Dan-Derricott.aspx (data dostępu: 24.08.2015).
Read, Jason. 2003. The Micro-Politics of Capital: Marx and the Prehistory of the Present. Albany: State University of New York Press.
Rhodes, Frank. 2001. The Creation of the Future: The Role of the American University. Ithaca, NY: Cornell University Press.
Roggero, Gigi. 2011. The Production of Living Knowledge: The Crisis of the University and the Transformation of Labour in Europe and North America. Philadelphia: Temple University Press.
Shakespeare, William. 1991. Król Lear. Tłum. Stanisław Barańczak. Poznań: W Drodze.
Slaughter, Leslie i Gary Rhoades. 2004. Academic Capitalism and the New Economy: Markets, State and Higher Education. Philadelphia: Johns Hopkins University Press.
Smith, Neil. 1990. „The Production of Nature.” W Uneven Development: Nature, Capital and the Production of Space. Georgia: University of Georgia Press.
Soderberg, Johan. 2008. Hacking Capitalism: The Free and Open Source Software Movement. London, New York: Routledge.
Southern, Richard W. 1992. Robert Grosseteste: The Growth of an English Mind in Medieval Europe. Oxford: Clarendon Press.
Student as Producer. 2010. http://studentasproducer.lincoln.ac.uk/ (data dostępu: 24.08.2015).
Student as Producer. 2011. Video. http://studentasproducer.lincoln.ac.uk/2011/03/09/ (data dostępu: 24.08.2015).
Taylor, Paul. i Danny Wilding. 2009. „Rethinking the Values of Higher Education: the Student as Collaborator and Producer: Undergraduate Research as a Case Study.” www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Undergraduate.pdf (data dostępu: 24.08.2015).
Teamey, Kelly. 2012. „New and Enlivened Universities. Utopian Spaces of Non Hierarchical and Indigenous Affinities: Queries and Possibilities for Research.” Prezentacja w trakcie warsztatów Reimaging Universities. Institute of Education. Londyn, 15 lipca 2012.
Tiqqun. 2010. Introduction to Civil War. Los Angeles: Semiotexte.
Weber, Max. 2002. Gospodarka i społeczeństwo. Zarys socjologii rozumiejącej. Tłum. Dorota Lachowska. Warszawa: PWN.
Winn, Joss. 2012. „Hacking the University: Lincoln’s Approach to Openness.” JISC [studium przypadku].
www.jisc.ac.uk/media/documents/topics/openeducation/JISC_LincolnsCaseStudy.pdf data dostępu: 24.08.2015 (data dostępu: 24.08.2015).
Wolin, Richard. 1982. Walter Benjamin: an Aesthetic of Redemption. Columbia: Columbia University Press.
Wright, Steve. 2002. Storming Heaven: Class Composition and the Struggle in Italian Autonomia. London: Pluto Press.
Zandstra, Roos. i Elisabeth Dunne. 2009. „Students as Agents of Change.” http://extra.shu.ac.uk/irconference2009/docs/presentations/Roos_Zandstra_&_Liz_Dunne.pdf (data dostępu: 24.08.2015).
License
“Theoretical Practice” seeks to put into practice the idea of open access to knowledge and broadening the domain of the commons. It serves the development of science, thinking and critical reflection. The journal is published in open-access mode under the CC-BY-NC-SA 4.0 license (detail available here: http://creativecommons.org/licenses/by-nc-sa/4.0/). Articles published in the journal may be freely distributed, stored, printed and utilized for academic and teaching purposes without restrictions.
They should not be, however, used for any commercial purposes or be reconstructed into derivative creations. Access to the journal may not be limited or offered for a fee by any third party.
Prospective authors are obliged to fill in, sign and send back the publishing contract compliant with the CC licencing. [PL.pdf, PL.doc, EN.pdf,EN.doc].
According to this contract, authors grant the journal a non-exclusive right to publish their work under the creative commons license (CC-BY-NC-SA 4.0) without any financial obligation on both sides of the contract.
Before submission authors should make sure that derivative materials they use are not protected by copyright preventing their non-commercial publication. Authors are responsible for any respective copyright violations.