ARLG Conference 2014: Academic Libraries and Academic Practice
1. Re-configuring academic
practice and the
research ecology
Allan Parsons
University of Westminster
a.parsons@westminster.ac.uk
Presented at the ARLG conference, University of Sussex, 23 June 2014
2. What is your orientation
to:
knowledge
the world
other people?
11. Select Bibliography
Barrett, B. (2011). The Lisbon Treaty’s “Europe 2020” economic growth
strategy and the Bologna Process, European Union Miami Analysis
(EUMA), Special Series, 8 (12).
Cassin, B. and Büttgen, P. (2010). The performative without condition: a
university sans appel. Radical Philosophy, (162), pp.31–37.
Derrida, J. (2001). The Future of the profession or the university
without condition (thanks to the “humanities”, what could take place
tomorrow). In Jacques Derrida and the humanities: a critical reader.
Cambridge: Cambridge University Press, pp. 24–57.
Hebert, L. (2006). The Actantial model. Signo - Applied Semiotic
Theories [Website]. Available at:
http://www.signosemio.com/greimas/actantial-model.asp
12. Select Bibliography
Keeling, R. (2006). The Bologna Process and the Lisbon Research
Agenda: the European Commission’s expanding role in higher education
discourse. European Journal of Education, 41 (2), pp.203–223.
Machlup, F. (1982). Knowledge: its creation, distribution, and economic
significance. Volume II: The Branches of Learning. Princeton, NJ:
Princeton University Press.
Parry, R. (2007). Episteme and techne. The Stanford Encyclopedia of
Philosophy (Fall 2008 Edition), pp.1–17. Available at:
http://plato.stanford.edu/archives/fall2008/entries/episteme-techne/
Editor's Notes
Both how you imagine it to be and how you, in everyday action, enact that relationship