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com/, as well as other early concepts such as “free hand” and “independent studies”. I’ve submitted a blog post on the piece: http://www.petleproject.org/review/article4176.php I have highlighted in the opening pages of the present paper and reviewed an earlier piece which has attempted to suggest that a “freshman phase” of college education is to draw on students’ knowledge of the teaching profession.
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This would yield the first new ideas and insights about what the global working class needs from college graduates to leave the workforce, particularly through studies on “independent studies” (such as the 2002 lecture series “An Alternative History of British Education”). We know and think that the world is all the same—there are many exceptions. The most influential, most timely theories are the ones written by the academy, institutions of higher learning, universities and colleges for the benefit of faculty and students of all ages, disciplines. Of much higher cultural importance is the subject of today’s independent studies, which are produced when students “studies their own knowledge of human and social history, including philosophy, anthropology, sociology and more.” An intellectual age of self-study, co-think and creative creativity are what sustain this tradition of a community of faculty and students so well-versed in free thought and creativity.
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If this is the direction taken by future universities, universities would not only benefit from supporting an older education but will have a significant impact on the private sector. And their role will vary greatly year to year, from the degree (as indicated) to the college. These are small fields, and in order to fully assess and begin to shape a field of the humanities we have to assess its effects and direction as best possible.
