What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
Titulo:

What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
.

Sumario:

This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education.

Guardado en:

Comunicación, Cultura y Política

2145-1494

2745-2697

Torres Perdigón, Andrea

UNIVERSIDAD EAN

7

2017-08-10

27

44

Colombia

Comunicación, Cultura y Política - 2017

info:eu-repo/semantics/openAccess

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This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education.
This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education.
Torres Perdigón, Andrea
7
Artículo de revista
Journal article
2017-08-10T00:00:00Z
2017-08-10T00:00:00Z
2017-08-10
application/pdf
Universidad Ean
Comunicación, Cultura y Política
2145-1494
2745-2697
https://journal.universidadean.edu.co/index.php/revistai/article/view/1763
https://journal.universidadean.edu.co/index.php/revistai/article/view/1763
eng
https://creativecommons.org/licenses/by-nc-sa/4.0/
Comunicación, Cultura y Política - 2017
27
44
Andrade Calderón, M. C. (2009). La escritura y los universitarios. Universitas Humanística, 68(68). Retrieved from http://revistas.javeriana.edu.co/index.php/univhumanistica/article/view/2277
Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica.
Carlino, P. (2013). Alfabetización académica diez años después. Revista Mexicana de Investigación Educativa, 18(57), 355-381.
Carlino, P., & Fernández, G. (2010). ¿En qué se diferencian las prácticas de lectura y escritura de la universidad y las de la escuela secundaria? Lectura y Vida, 31(3), 6-19.
Carrasco Altamirano, A., Encinas Prudencio, M. T. F., Castro Azuara, M. C., & López Bonilla, G. (2013). Lectura y escritura académica en la educación media superior y superior. Revista Mexicana de Investigación Educativa, 18(57), 349-354.
González Pinzón, B. Y., Salazar-Sierra, A. M., & Peña Borrero, L. B. (2015). Formación inicial en lectura y escritura en la universidad. Bogotá, D. C: Pontificia Universidad Javeriana.
Nussbaum, M. C. (2012). Not for Profit. Why Democracy needs the Humanities [e-reader version]. Princeton, NJ: Princeton University Press. Pérez Abril, M., & Rincón Bonilla, G. (Eds.). (2013). ¿Para qué se lee y escribe en la universidad colombiana? Un aporte a la consolidación de la cultura académica del país. Bogotá, D. C.: Pontificia Universidad Javeriana.
Rastier, F. (2013). Apprendre pour transmettre. L’éducation contre l'idéologie managériale. París: Presses Universitaires de France.
Russell, D. R. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. Revista de Docencia Universitaria, 11(1), 161-181.
Russell, D. R., Lea, M., Parker, J., Street, B., & Donahue, T. (2009). Exploring notions of genre in “academic literacies” and “writing across the curriculum”: Approaches across countries and contexts. In C. Bazerman, A. Bonini, y D. Figueiredo (Eds.), Genre in a Changing World (pp. 395-423). Fort Collins and West Lafayette: The WAC Clearinghouse and Parlor Press.
https://journal.universidadean.edu.co/index.php/revistai/article/download/1763/1676
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title What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
spellingShingle What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
Torres Perdigón, Andrea
title_short What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
title_full What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
title_fullStr What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
title_full_unstemmed What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
title_sort what's the role of humanities in academic reading and writing processes? martha nussbaum and françois rastier
title_eng What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier1
description This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education.
description_eng This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education.
author Torres Perdigón, Andrea
author_facet Torres Perdigón, Andrea
citationvolume 7
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Comunicación, Cultura y Política - 2017
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
references_eng Andrade Calderón, M. C. (2009). La escritura y los universitarios. Universitas Humanística, 68(68). Retrieved from http://revistas.javeriana.edu.co/index.php/univhumanistica/article/view/2277
Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica.
Carlino, P. (2013). Alfabetización académica diez años después. Revista Mexicana de Investigación Educativa, 18(57), 355-381.
Carlino, P., & Fernández, G. (2010). ¿En qué se diferencian las prácticas de lectura y escritura de la universidad y las de la escuela secundaria? Lectura y Vida, 31(3), 6-19.
Carrasco Altamirano, A., Encinas Prudencio, M. T. F., Castro Azuara, M. C., & López Bonilla, G. (2013). Lectura y escritura académica en la educación media superior y superior. Revista Mexicana de Investigación Educativa, 18(57), 349-354.
González Pinzón, B. Y., Salazar-Sierra, A. M., & Peña Borrero, L. B. (2015). Formación inicial en lectura y escritura en la universidad. Bogotá, D. C: Pontificia Universidad Javeriana.
Nussbaum, M. C. (2012). Not for Profit. Why Democracy needs the Humanities [e-reader version]. Princeton, NJ: Princeton University Press. Pérez Abril, M., & Rincón Bonilla, G. (Eds.). (2013). ¿Para qué se lee y escribe en la universidad colombiana? Un aporte a la consolidación de la cultura académica del país. Bogotá, D. C.: Pontificia Universidad Javeriana.
Rastier, F. (2013). Apprendre pour transmettre. L’éducation contre l'idéologie managériale. París: Presses Universitaires de France.
Russell, D. R. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. Revista de Docencia Universitaria, 11(1), 161-181.
Russell, D. R., Lea, M., Parker, J., Street, B., & Donahue, T. (2009). Exploring notions of genre in “academic literacies” and “writing across the curriculum”: Approaches across countries and contexts. In C. Bazerman, A. Bonini, y D. Figueiredo (Eds.), Genre in a Changing World (pp. 395-423). Fort Collins and West Lafayette: The WAC Clearinghouse and Parlor Press.
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