Susan Orr – författare

Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas: curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students; ambiguity, which the authors claim is at the heart of a creative education; value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum.These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.

Leo Strauss dedicated his life to rejuvenating the serious study of political philosophy. But those who study his writings are at odds on the question of what he thought about revelation. By applying Strauss's own principles of analysis to his pivotal essay 'Jerusalem and Athens: Some Preliminary Reflections,' Susan Orr reveals that Strauss's understanding of religion, contrary to what previous scholars have maintained, was more than simply political.

Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas: curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students; ambiguity, which the authors claim is at the heart of a creative education; value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum.These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.

Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.

The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas:

curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students;

ambiguity, which the authors claim is at the heart of a creative education;

value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum.

These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.

Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.

The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas:

curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students;

ambiguity, which the authors claim is at the heart of a creative education;

value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum.

These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education.

The secrecy of the ballot, a crucial basic element of representative democracy, is under threat. Attempts to make voting more convenient in the face of declining turnout – and the rise of the “ballot selfie” – are making it harder to guarantee secrecy. Leading scholars James Johnson and Susan Orr go back to basics to analyze the fundamental issues surrounding the secret ballot, showing how secrecy works to protect voters from coercion and bribery. They argue, however, that this protection was always incomplete: faced with effective ballot secrecy, powerful actors turned to manipulating turnout – buying presence or absence at the polls – to obtain their electoral goals. The authors proceed to show how making both voting and voting in secret mandatory would foreclose both undue influence and turnout manipulation. This would enhance freedom for voters by liberating them from coercion or bribery in their choice of both whether and how to vote.This thought-provoking and insightful text will be invaluable for students and scholars of democratic theory, elections and voting, and political behavior.

The secrecy of the ballot, a crucial basic element of representative democracy, is under threat. Attempts to make voting more convenient in the face of declining turnout – and the rise of the “ballot selfie” – are making it harder to guarantee secrecy. Leading scholars James Johnson and Susan Orr go back to basics to analyze the fundamental issues surrounding the secret ballot, showing how secrecy works to protect voters from coercion and bribery. They argue, however, that this protection was always incomplete: faced with effective ballot secrecy, powerful actors turned to manipulating turnout – buying presence or absence at the polls – to obtain their electoral goals. The authors proceed to show how making both voting and voting in secret mandatory would foreclose both undue influence and turnout manipulation. This would enhance freedom for voters by liberating them from coercion or bribery in their choice of both whether and how to vote.This thought-provoking and insightful text will be invaluable for students and scholars of democratic theory, elections and voting, and political behavior.

The secrecy of the ballot, a crucial basic element of representative democracy, is under threat. Attempts to make voting more convenient in the face of declining turnout – and the rise of the “ballot selfie” – are making it harder to guarantee secrecy.

Leading scholars James Johnson and Susan Orr go back to basics to analyze the fundamental issues surrounding the secret ballot, showing how secrecy works to protect voters from coercion and bribery. They argue, however, that this protection was always incomplete: faced with effective ballot secrecy, powerful actors turned to manipulating turnout – buying presence or absence at the polls – to obtain their electoral goals. The authors proceed to show how making both voting and voting in secret mandatory would foreclose both undue influence and turnout manipulation. This would enhance freedom for voters by liberating them from coercion or bribery in their choice of both whether and how to vote.

This thought-provoking and insightful text will be invaluable for students and scholars of democratic theory, elections and voting, and political behavior.