Teaching Higher Education to Lead by Sam Choon-Yin

Author:Sam Choon-Yin [Choon-Yin, Sam]
Language: eng
Format: epub
Published: 2021-12-04T00:00:00+00:00

1 Sachs, “The Price of Civilisation,” p. 166. Sachs highlighted the enticements of modern media—commercial advertising, public relations campaigns—which have “remoulded” our psyches to want more and more consumption. The key to achieve long-term happiness is to adopt the middle path. Sachs told us, “The essential teaching of both Buddha and Aristotle is that the path of moderation is the key to fulfilment but is hard won and must be pursued through lifelong diligence, training, and reflection” (ibid., p. 62).

2 Hirchman, “The Passions and the Interests,” p. 16.

3 Cited from Allen, “Greek Philosophy,” p. 307.

4 Homo sapiens are the knowing man, the brainy species that acquires knowledge and uses information. Several breakthroughs such as the creation of writing, reading and now the electronic media or what Steven Pinker calls the “supernova of knowledge” will continue to redefine “what it means to be human.” Pinker wrote; “To be aware of one’s country and its history of the diversity of customs and beliefs across the globe and through the ages, of the blunders and triumphs of past civilisations, of the microcosms of cells and atoms and the macrocosms of planets and galaxies, of the ethereal reality of number and logic and pattern—such awareness truly lifts us to a higher plan of consciousness. It is a gift of belonging to a brainy species with a long history.” See Pinker, “Enlightened Now,” p. 233.

5 Furedi, “Wasted,” p. 20.

6 Quoted from Blum, “I Love Learning; I Hate School,” p. 66.

7 Clark, Fleche, Layard, Powdthavee, and Ward, “The Origins of Happiness.”

8 Kilpatrick, “Foundations of Method.”

9 Cszszentmihalyi, “Flow,” p. 4. Educators have been researching on integrating curiosity and interest as positive motivations for learning, positioning them as a model for cognitive and academic development. See Peterson and Hidi, “Curiosity and Interest”; Alexander, “Seeking Common Ground.”

10 Carr, “Utopia Is Creepy and Other Provocations,” pp. 90–91.

11 Furedi, “Wasted,” p. 11.

12 Maslow, “The Farther Reaches of Human Nature,” p. 46.

13 Ibid., pp. 162–163.

14 Gardner, “Excellence.”

15 Some may argue that university is the place to learn and not to make money. Stefan Collini, for example, advised, “If you want to make money, go into business. If you want to learn how to make money, go to business school. If you want to learn what money is and how it has functioned and what might be the point of making a lot of money, go to university.” See Collini, “Speaking of Universities,” p. 79. Mixing the two objectives—making money and learning what money is—gives rise to the paradox of real learning. To gain employment in the job market, students opt for easy pass subjects and pick lecturers who are lenient in marking and left the university with the feeling that they have not been educated.

16 Neil Postman has argued that the current crisis in education system is derived from the lack of a unifying narratives like those in the past as found in texts such as the Old Testament, the New Testament, and Koran and the Bhagavad Gita. The narratives, incorporating the

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