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The author examines the quality of the subjective experience of studying—mindful engagement—especially in undergraduate programs leading to undergraduate degrees. 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My concern in the following is with the quality of the subjective experience of studying that universities are still meant to provide. By subjective experience I mean the mindful engagement that is study, and my focus is on such study as it is found in undergraduate programs leading to undergraduate degrees. Given the threat of a growing indifference between professors and students concerning their shared engagement in courses offered at the undergraduate level (offered because of professors’ institutional obligations, taken because of students’degree requirements), I reconsider the subjective investment of mindful engagement that these courses nevertheless represent.  \nRésumé  \nL’université d’aujourd’hui est devenue une institution très complexe, où rivalisent plusieurs intérêts dont l’objectif premier n’est pas toujours d’encourager le travail de l’étudiant entendu au sens large. Le texte qui suit s’inquiète de la qualité de l’expérience subjective des études que les universités sont encore supposées procurer. Par « expérience subjective » j’entends l’engagement de l’esprit, qui est ce en quoi consistent les études, et je m’intéresse particulièrement ici aux études telles qu’entreprises dans des programmes de premier cycle menant à la diplomation. Étudiants et professeurs affichent de plus en plus une indifférence envers l’engagement qu’ils doivent avoir les uns envers les autres dans les cours de premier cycle (offerts par les professeurs en raison d’obligations institutionnelles, et entrepris par les étudiants en raison des exigences du programme) . Devant cette menace, je réexamine l’investissement subjectif que ces cours requièrent néanmoins en tant que lieux d’un engagement de l’esprit.  \nCJHE / RCES Volume 45, No. 1, 2015  \nThe First Cycle of Study / R. Fillion 137  \nThe contemporary university has grown to be a fairly complex institution sustained by many competing interests, not all of which are directly concerned with promoting the work of study engaged in by the “community of masters and scholars” that originally coalesced to form the university as a distinctive feature of the world nearly a thousand years ago. However, my concern in the following is not with the objective structures and“outputs” of the contemporary university, but rather with the quality of the subjective experience of studying that universities are still meant to provide. By subjective experience, I refer to the mindful engagement that is study, and my focus will be on such study as it is found in undergraduate programs leading to undergraduate degrees (in the arts, more specifically, given my expertise) .  \nI characterize study as “mindful engagement” for two interrelated reasons. The first is to emphasize that studying actively engages the mind. This is obvious, of course, but it is worth emphasizing because in our thoroughly “schooled” society,“studying” can quickly be understood as a kind of social occupation rather than a specific form of intellectual engagement, contrasted with “working”(gainful employment) or, indeed,“playing”(leisure activities), for example. In this sense, students can see studying as something they do but not necessarily something that engages them at some more fundamental level (largely, they are doing what they are told to do, and often are quite happy to do so) . The second reason is that this intellectual engagement can be more or less attentive to its character as a specific engagement of the mind and for the mind. That is, when we are engaged in study, we are not ","cbCaihMauCNZC31l","https://ap.wps.com/l/cbCaihMauCNZC31l","pdf",191479,12,"English","# Abstract\n## Mindful engagement and subjective experience\n## Undergraduate study as the focus\n## The first cycle of study","[{\"question\":\"What does “subjective experience” of studying mean in this article?\",\"answer\":\"It refers to mindful engagement: students’ attentive involvement in study as an intellectual activity that actively shapes the mind.\"},{\"question\":\"Why does the author focus on undergraduate programs?\",\"answer\":\"Because undergraduate degrees are, in their conception, meant to address the mind’s self-shaping potential, and the author is also principally engaged in undergraduate teaching.\"},{\"question\":\"What concern drives the author’s reconsideration of courses?\",\"answer\":\"A growing indifference between professors and students about shared engagement in undergraduate courses creates a threat to the subjective investment these courses require.\"}]","The First Cycle of Study - Teaching and Learning at Cross Purposes? | PDF",1792083362]