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Learning the Logic of Inquiry: Undergraduates in the Research Intensive University

Learning the Logic of Inquiry: Undergraduates in the Research Intensive University
91 Charles Street West, Victoria College, Alumni Hall
Time: Mar 27th, 4:30 pm End: Mar 27th, 6:30 pm
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Talk by Robert Gibbs, Jackman Humanities Institute

The Northrop Frye Centre Presents:

Robert Gibbs


Learning the Logic of Inquiry: Undergraduates in the Research Intensive University

Monday, March 27th, 2017 at 4:30pm
Professor Robert Gibbs, Director of the Jackman Humanitites Insitute 
Alumni Hall, Old Victoria College Building, 91 Charles Street West
Reception to Follow

This lecture offers philosophical reflection on the task of our universities, focusing on the kinds of thinking that constitute higher education and the responsibilities that belong to thinking. Robert Gibbs claims that all students in a research intensive university, and that includes undergraduates, should be learning how to seek new knowledge. Learning how to inquire can be distinguished from learning settled skills and settled knowledge, and it also can be distinguished from learning critical thinking. At the heart of this renewal of the research university is an attention to the students, who bring passion and questions into the university.

Robert Gibbs is
Inaugural Director of the Jackman Humanities Institute and Professor of Philosophy at the University of Toronto. His work is located on the borderlines of Philosophy and Religion, with a comparative and historical focus on Law and Ethics. He has worked on Ethics in relation to the modern Jewish philosophical tradition and has numerous publications in this and in related fields in continental philosophy, including two books, Correlations in Rosenzweig and Levinas and Why Ethics? Signs of Responsibilities. His current research focuses on Higher Education, and has recently completed a book length manuscript, The University in Question: New Ideas. In it he inquires what a Research University is for and explores different models of universities by refocusing on the research capacities of students.

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