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  1. Douglas Adams (2012). The Issues and Challenges of Research Ethics Education in the University, Particularly in the Area of the Social Sciences. Teaching Ethics 12 (2):141-144.
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  2. Robert Greenleaf Brice (2008). A Reply to John Searle and Other Traditionalists. Multicultural Education 16 (2):37-40.
    One of the more recent pedagogical debates confronting university instructors is whether liberal education should be replaced with multiculturalism. John Searle has labeled these positions as “traditionalists” and “challengers,” respectively. While not finding “much that is objectionable in the [traditionalists’] assumptions,” Searle argues that the challengers’ assumptions are “weak” and “fallacious.” This negative outcome for the challengers however, is due in large part to Searle’s misrepresentation of their position. Searle presents a flawed, straw-man argument; he unfairly and inaccurately presents the (...)
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  3. Frank Codispoti (2011). The Academic College Course is An Argument. Inquiry 26 (1):47-54.
    A college academic course is an argument constructed by the professor who teaches the course. Richard Paul’s elements of thinking are used to clarify this contention. It is the responsibility of the professor to choose reading materials, construct lectures, and develop other activities and assignments that can best aid her students to understand the argument. Reading texts and listening to lectures effectively to grasp the argument requires critical thinking skills that can be learned by students. Students fail when those responsible (...)
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  4. Son Dong-Huyn (2008). New Trends in University Education and Philosophy Education in Korea. Proceedings of the Xxii World Congress of Philosophy 37:267-282.
    The gist of this paper is to closely examine the actual demands of the students under the education of philosophy, and execute such a philosophy education as to meet the demands, so that any plan of securing the proper status of philosophy education in the university society might be made. While it says that the philosophy education should be newly programmed, such a new programming cannot be talked about without considering the new trends or framework in the university education on (...)
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  5. Joseph S. Fulda, Restoring Integrity to the Academy: Some Sweeping Suggestions for Wholesale Change.
    Note that this paper is 35 pages, and had been replaced in many places w/ a draft w/o authorization. -/- The academy, broadly construed to include faculty, administrators at all levels, and editors, referees, and publishers of academic work, is beset by more ills bespeaking of a fundamental lack of integrity than can possibly be enumerated in a single monograph; nevertheless, as the need is urgent, and everyone seems to prefer either silence or piecemeal treatments, myself heretofore included, five ills (...)
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  6. Dan Gibton & Naama Sabar (1995). Many Doubts, Few Excuses: Zionist Education in Kibbutz High Schools. Journal of Moral Education 24 (3):289-306.
    Abstract The kibbutz is an authentic component of Zionism and Zionist ideology which contributed to the establishment and strengthening of the State of Israel in its early years. A steady decline in the status of the kibbutz in Israeli society and various crises that it underwent triggered this study which set out to locate and describe Zionist education curricula in kibbutz high schools. The study, using a qualitative framework, included two intensive case studies and a survey of 21 schools. The (...)
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  7. Brent Gregory, Sue Gregory, Bogdanovych A., Jacobson Michael, Newstead Anne & Simeon Simoff and Many Others (2011). How Are Australian Higher Education Institutions Contributing to Innovative Teaching and Learning Through Virtual Worlds? In Gregory Sue (ed.), Proceedings of Ascilite 2011 (Australian Society of Computers in Tertiary Education). Ascilite.
    Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...)
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  8. Suzy Harris (2012). The University's Uncommon Community. Journal of Philosophy of Education 46 (2):236-250.
    In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering (...)
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  9. Valerie Harwood & Mary Lou Rasmussen (2013). Practising Critique, Attending to Truth: The Pedagogy of Discriminatory Speech. Educational Philosophy and Theory 45 (8):874-884.
  10. Idolina Hernandez (2011). Critical Thinking and Social Interaction in the Online Environment. Inquiry 26 (1):55-61.
    Critical thinking is often assumed to be an integral part of learning in higher education. This learning increasingly takes place in the online environment, where students and faculty are challenged to engage in a collaborative project of critical thinking. This paper seeks to explore the process of critical thinking that is currently taking place online and proposes that social interaction and the social construction of knowledge are integral parts of this process. Discussion boards from economics, history, and sociology are discussed (...)
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  11. Marnie Hughes-Warrington (2012). The Ethics of Internationalisation in Higher Education: Hospitality, Self-Presence and 'Being Late'. Educational Philosophy and Theory 44 (3):312-322.
    While the concept of internationalization plays a key role in contemporary discussions on the activities and outcomes sought by universities, it is commonly argued that it is poorly understood or realised in practice. This has led some to argue that more work is needed to define the dimensions of the concept, or even to plot out stages of its achievement. This paper aims not to provide a definition of internationalisation for those working in higher education. On the contrary, it seeks (...)
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  12. S. J. Joseph Marina (2010). Inner-City Healthcare and Higher Education. Journal of Catholic Social Thought 7 (1).
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  13. H. C. Kazanas (ed.) (1973). The Philosophy & Foundations of Vocational Education. New York,Mss Information Corp..
    Basic Beliefs in Distributive Education .... Crawford Changing the Context in which Occupational Education Takes Place The Task Force on ...
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  14. Matt Lamkin (2012). Cognitive Enhancements and the Values of Higher Education. Health Care Analysis 20 (4):347-355.
    Drugs developed to treat cognitive impairments are proving popular with healthy college students seeking to boost their focus and productivity. Concerned observers have called these practices a form of cheating akin to athletes’ use of steroids, with some proposing testing students’ urine to deter “academic doping.” The ease with which critics analogize the academic enterprise to competitive sport, and the impulse to crack down on students using study drugs, reflect the same social influences and trends that spur demand for these (...)
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  15. K. H. Lawson (1998). Philosophical Issues in the Education of Adults. Continuing Education Press.
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  16. Nicholas Maxwell (2014). How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution. Imprint Academic.
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...)
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  17. Nicholas Maxwell (2014). Revolutionary Thought. Times Higher Education (2136):30.
    The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...)
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  18. Nicholas Maxwell (2012). A Revolution in Universities. Bedales Association and Old Bedalian Newsletter:19.
    For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological (...)
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  19. Thaddeus Metz (2015). Africanising Institutional Culture: What is Possible and Plausible. In Pedro Tabensky & Sally Matthews (eds.), Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press. 242-272.
    Since the transition to a constitutional order, in what respects have cultures in higher education institutions in South Africa become Africanised, and, going forward, how should they be? In this chapter I provide an overview of the major different forms that Africanisation of institutional culture could take, and I then indicate the respects in which South African universities have or have not taken them on board over the past 20 years. In addition, I provide the first comprehensive critical discussion of (...)
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  20. W. E. Morrow (2009). Bounds of Democracy: Epistemological Access in Higher Education. Hsrc Press.
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  21. Karmen Rodman, Roberto Biloslavo & Silva Bratož (2013). Institutional Quality of a Higher Education Institution From the Perspective of Employers. Minerva 51 (1):71-92.
    The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders’ perspective is seen as a lens through which stakeholders define, control and assess (...)
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  22. Naoko Saito & Paul Standish (eds.) (2011). Stanley Cavell and the Education of Grownups. Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  23. John Sealey (1985). Religious Education: Philosophical Perspectives. Allen & Unwin.
  24. Paul Standish (2007). Education for Grown-Ups, a Religion for Adults: Scepticism and Alterity in Cavell and Levinas. Ethics and Education 2 (1):73-91.
    In his essay 'The Scandal of Skepticism', Stanley Cavell discusses aspects of the work of Emmanuel Levinas with a view to understanding how 'philosophical and religious ambitions so apparently different' as his own and those of Levinas can have led to 'phenomenological coincidences so precise'. The present paper explores themes of scepticism and alterity as these emerge in the work of these two increasingly influential philosophers. It shows education to be a sustained preoccupation in their work, crucially related to these (...)
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