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This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education.
Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars, and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.
Qiufen Liu, University of Shanghai for Science and Technology, Shanghai, China
"They brilliantly show how the pedagogical role of the university - what it wants with/for its subjects - has withered in higher education and thus needs to be re-claimed and re-formulated...In conclusion, "Towards a Pedagogy of Higher Education" is a timely book that brilliantly adds a Critical Didaktik -perspective to a field where profound pedagogical considerations have been overtaken by worries about how to effectively implement policy agendas...Well-written and conceptually stimulating, the book provides valuable food-for-thought-and-action for teacher-researchers in higher education and everyone working with university pedagogy."
Kasper A. Sørensen, PhD student in Education, Roskilde University, Denmark
"Higher education pedagogy has so far, on the whole, been surprisingly disconnected from educational scientific theory and philosophy, so Magnússon and Rytzler's book and theory on teaching in higher education is particularly welcome.... Magnússon and Rytzler's proposal for university pedagogy founded in didactics and impregnated with philosophical pedagogy deserves nothing less than a "Finally!" Finally, someone has shown how higher education pedagogy can be anchored in the theoretical foundations and terminology that other branches of educational science connect to. ...the benefit of the book is powerful and its contribution to higher education research, education and development is difficult to overestimate."
Lotta Jons, Developer of University Pedagogy, Stockholm University, Sweden.