Graduate studies at Western
Journal of Philosophy of Education 42 (1):15-34 (2008)
|Abstract||It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. The paper maintains that the move to describe the student-teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational 'quasi-ideal' that will enable practitioners and institutions to counter the effects of customerisation.|
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
James Stillwaggon (2008). Performing for the Students: Teaching Identity and the Pedagogical Relationship. Journal of Philosophy of Education 42 (1):67-83.
David Crook (2002). Educational Studies and Teacher Education. British Journal of Educational Studies 50 (1):57 - 75.
Christina E. Erneling (2010). Towards Discursive Education: Philosophy, Technology and Modern Education. Cambridge University Press.
Thomas A. Kolenko, Gayle Porter, Walt Wheatley & Marvelle Colby (1996). A Critique of Service Learning Projects in Management Education: Pedagogical Foundations, Barriers, and Guidelines. [REVIEW] Journal of Business Ethics 15 (1):133 - 142.
J. Felix Lozano, Alejandra Boni, Jordi Peris & Andrés Hueso (2012). Competencies in Higher Education: A Critical Analysis From the Capabilities Approach. Journal of Philosophy of Education 46 (1):132-147.
Diana Laurillard (2008). Technology Enhanced Learning as a Tool for Pedagogical Innovation. Journal of Philosophy of Education 42 (3-4):521-533.
Iain Thomson (2001). Heidegger on Ontological Education, Or: How We Become What We Are. Inquiry 44 (3):243 – 268.
Christopher J. Voparil (2008). A New Name for Some Old Ways of Teaching: Dewey, Learning Differences, and Liberal Education. Education and Culture 24 (1):pp. 33-48.
Adrian Jones (2011). Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education Through Collaborative Approaches to Student Learning. Educational Philosophy and Theory 43 (9):997-1011.
Added to index2009-01-28
Total downloads3 ( #213,976 of 739,081 )
Recent downloads (6 months)1 ( #61,778 of 739,081 )
How can I increase my downloads?