{"title":"论知识独立:新西兰大学的主要目标","authors":"Kerry Shephard","doi":"10.1007/s40841-022-00250-7","DOIUrl":null,"url":null,"abstract":"<p>New Zealand's Education and Training Act (Education and Training Act 2020 establishment of institutions, https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS202213.html, 2020) confirms that the principal aim of universities is to develop intellectual independence. The act does not stipulate what intellectual independence is or how universities are to develop it. This article explores what intellectual independence might mean in the context of student learning in New Zealand, and what is known about how it could be developed and about how university teachers might confirm that they are developing it. The article provides a conceptual commentary and a model of intellectual independence, designed to encourage debate on this important and pressing higher-education policy issue. The model proposes that intellectual independence is the consequence of students learning the skills and dispositions to think critically, as an independent guide to their own beliefs and actions, and that the Education Act provides a challenge to higher education to contribute positively to the further development of an intellectually-independent critical citizenry.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"On Intellectual Independence: The Principal Aim of Universities in New Zealand\",\"authors\":\"Kerry Shephard\",\"doi\":\"10.1007/s40841-022-00250-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>New Zealand's Education and Training Act (Education and Training Act 2020 establishment of institutions, https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS202213.html, 2020) confirms that the principal aim of universities is to develop intellectual independence. The act does not stipulate what intellectual independence is or how universities are to develop it. This article explores what intellectual independence might mean in the context of student learning in New Zealand, and what is known about how it could be developed and about how university teachers might confirm that they are developing it. The article provides a conceptual commentary and a model of intellectual independence, designed to encourage debate on this important and pressing higher-education policy issue. The model proposes that intellectual independence is the consequence of students learning the skills and dispositions to think critically, as an independent guide to their own beliefs and actions, and that the Education Act provides a challenge to higher education to contribute positively to the further development of an intellectually-independent critical citizenry.</p>\",\"PeriodicalId\":44884,\"journal\":{\"name\":\"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2022-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40841-022-00250-7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40841-022-00250-7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
On Intellectual Independence: The Principal Aim of Universities in New Zealand
New Zealand's Education and Training Act (Education and Training Act 2020 establishment of institutions, https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS202213.html, 2020) confirms that the principal aim of universities is to develop intellectual independence. The act does not stipulate what intellectual independence is or how universities are to develop it. This article explores what intellectual independence might mean in the context of student learning in New Zealand, and what is known about how it could be developed and about how university teachers might confirm that they are developing it. The article provides a conceptual commentary and a model of intellectual independence, designed to encourage debate on this important and pressing higher-education policy issue. The model proposes that intellectual independence is the consequence of students learning the skills and dispositions to think critically, as an independent guide to their own beliefs and actions, and that the Education Act provides a challenge to higher education to contribute positively to the further development of an intellectually-independent critical citizenry.
期刊介绍：
New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education. Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities. NZJES publishes original research and scholarly writing that is insightful and thought provoking. NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews. The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism. In accordance with that commitment, NZJES welcomes submissions in either Maori or English, or the inclusion of the paper abstract in both English and Maori. NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts. The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.NZJES is indexed in Scopus and ERIC. All articles have undergone rigorous double blind peer review by at least two expert reviewers, who are asked to adhere to the ‘Ethical Guidelines for Peer Reviewers’ published by the Committee on Publication Ethics (COPE).
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