Liberating learning in the empathetic university

Authors

DOI:

https://doi.org/10.47408/jldhe.vi35.1576

Author Biographies

Martin Compton, King's College London

Martin Compton has over 30 years of experience as an educator, teaching across secondary, further and higher education sectors in the UK and abroad. Following roles at the University of Greenwich and University College London (UCL), he joined King's College London in 2023. Martin focuses primarily on exploring the educational implications of artificial intelligence. As the University Lead for AI in Education, he supports colleagues and students in critically reviewing and innovating teaching, assessment and feedback, whilst championing a 'freedom to learn' philosophy.

Rebecca Lindner, King's College London

Rebecca Lindner is Deputy Director of King’s Academy, the academic development centre at King’s College London, where she focuses on educational leadership, professional development for education-focused academics, and education scholarship. She has taught across a range of humanities disciplines and held academic and leadership roles at University College London, the University of Oregon, and Amsterdam University College. Rebecca’s work explores widening participation, staff and student wellbeing, leadership resilience, and curriculum innovation, and she has led projects funded by Research England, the Office for Students, the Calderwood Foundation, and Circle U. European University Alliance.

References

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Compton, M. and Lindner, R. (2022) ‘A pedagogy of care (hu)manifesto’, Freedom to Learn blog, 8 December. Available at: https://reflect.ucl.ac.uk/mcarena/2022/12/08/care/ (Accessed: 19 March 2025).

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Kapur, S. (2023) UK universities: from a Triangle of Sadness to a Brighter Future. King's College London. Available at: https://www.kcl.ac.uk/policy-institute/assets/triangle-of-sadness.pdf (Accessed: 13 March 2025).

Noddings, N. (2005) ‘Caring in education’, The encyclopedia of informal education. Available at: http://infed.org/mobi/caring-in-education/ (Accessed: 19 March 2025).

Omidire, M.F., Aluko, F.R., and Mampane, M.R. (2021) ‘Promoting the joy of teaching and learning in a diverse world’, South African Journal of Higher Education, 35(5), 216-233. Available at: https://doi.org/10.20853/35-5-3861

Sperlinger, T., McLellan, J. and Pettigrew, R. (2018) Who are universities for?: Re-making higher education. Bristol: Bristol University Press. Available at: https://doi.org/10.2307/j.ctv56fgxx

Stommel, J. (2017) ‘Why I don’t grade’, Jesse Stommel blog, 26 October. Available at: https://www.jessestommel.com/why-i-dont-grade/ (Accessed: 3 March 2025).

Syska, A. and McDonald, C. (2025) ‘Editorial’, Journal of Learning Development in Higher Education, 33. Available at: https://doi.org/10.47408/jldhe.vi33.1530

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Published

27-03-2025

How to Cite

Compton, M., & Lindner, R. (2025). Liberating learning in the empathetic university. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1576

Issue

No. 35 (2025): Special Edition, Liberating Learning

Section

GUEST EDITORIAL

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