Ahmedabad University has evolved a framework "ENABLE." Through ENABLE, concepts are taught from the context of real world. Industry projects are assigned to groups of students where they get engaged in real scenarios. Theoretical concepts are introduced as and when needed during the project implementation. Faculty serve as facilitators…

U.S. colleges and universities have been demonstrably ineffective at facilitating scholarship among their students. To become effective, psychological science suggests institutions must tap students' intrinsic motivations and address their core values from Day 1 through graduation. This article describes a science-based, integrated set of…

Globalization has created an accelerated demand for globally competent managers, yet the gap between this demand and the supply of globally oriented, competent graduates is growing. As a result, the mandate for effectively internationalizing business school curriculum is increasing. Yet, given the costly structures required to provide…

Americans are increasingly drawn to their own version of "muddling through," and are likely to view the process of reasoning from intellectual or moral principles with grave suspicion, if not outright hostility, as a form of undemocratic confinement. One sees this with especial clarity in today's institutions of higher education, in…

Discusses whether virtue can be taught, presenting the intellectual history of virtue and speaking to the relevance of the four cardinal virtues to a university student's life. Asserts that perhaps virtue cannot be taught, but it is something that students learn or fail to learn. Suggests that professors are responsible for providing the right…

Invites college professors to look at curiosity as an operative, intellectual virtue giving impetus to the moral lives of students. Addresses the objection that professors are simply too specialized in their professional content areas to help students develop virtue, asserting that curiosity well fostered promotes a set of other moral virtues,…

Responds to the assumption that it is too late to teach virtue in college, noting that Aristotle considered intellectual virtue essential to the cultivation of excellence. Asserts that university education ought to embrace the cultivation of intellectual virtue in students, proposing that by helping students see the pursuit of knowledge as a…

Outlines current knowledge about integrating older students into the postsecondary educational system, discusses a case study of an established natural learning environment, and presents models of education and development involving older students. A system involving the transposition of dialectical and discourse methods is proposed for moving…

A philosophy professor narrates his teaching experience. He shares his experience at University of Notre Dame and how he dealt with the students possessed by devil.