This paper seeks to examine some of the epistemological issues which relate to the debate concerning the justification of Work Based Learning in the HE curriculum. It will take account of post-modern perspectives on the theory of knowledge and of the so-called knowledge revolution and the impact these have had on the University. The perceived divide between academic and vocational knowledge, universal and local knowledge, and Mode 1 and Mode 2 knowledge will be discussed, and it will be argued (...) that such ways of thinking are inappropriate and a hindrance in any attempt to arrive at a satisfactory way of understanding the place and status of knowledge in Work Based Learning. It will be argued that Work Based Learning is involved as much in knowledge creation as it is with the application of knowledge and, therefore, that more holistic ways of perceiving knowledge are required. The paper will continue to argue that a more helpful way of thinking of knowledge is in terms of its level rather than its type, and it will conclude by commenting on Barnett’s concept of the practising epistemologist, and suggesting that this befits the profile of both the WBL facilitator and learner, before pointing to Raelin’s contention that Work Based Learning needs a new epistemology of practice. (shrink)

Narrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors conducted (...) qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes and one overarching theme. The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine. (shrink)

This chapter provides a short history of the reception of Liang Shuming’s thought in European-language scholarship since 1922. By reviewing a significant number of monographs, edited volumes, and articles published in academic and missionary journals in English, French, and German during the last one hundred years, the chapter aims to provide a historical typology of the multifaceted reception of Liang’s thought through time. In the scholarship reviewed, Liang is variously portrayed as a philosopher, a social reformer or activist, a (...) religious thinker, an educator, a legal thinker, and a political figure. Throughout the years, Liang has been described as a conservative, a restorationist, a fundamentalist, and a modern thinker, and has been labeled a Confucian, a Buddhist, and a populist. The many faces of Liang Shuming laid bare by this short history are revealing of the complexity and tensions of the man and his thought, but also of the interpreters’ gaze and the historical evolution of the academic field in the Euro-American region. The end result is a genealogy of sort—one that challenges some deep-seated assumptions about Liang by tracing them back to a particular and contingent historical moment and by situating them within a broad spectrum of alternative positions vying for attention in the small but diverse discursive space allotted to the thought of Liang Shuming in European-language scholarship. (shrink)

Previous study has asserted that education majors score lower on assessments of moral development than do other majors. However, important factors associated with moral development have been overlooked. This study investigated the degree to which moral developmental differences exist by accounting for some of the oversights observed in previous study. Samples of 51, 38, and 62 college students in education, psychology, and other majors were addressed in terms of their moral judgment development, moral sensitivity, nonprejudice, and attitudes about human rights (...) and civil liberties. Although some minor trends are seen in favor of psychology majors, results support that moral developmental differences are not as dire as previous study portends. The authors recommend efforts to account for the individual, academic, and extracurricular experiences associated with majors and universities so that continued understanding of the moral development and functioning of their students can occur. (shrink)

The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from (...) others regarding the likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed. (shrink)

With this study, we aim to test the predictive relationships between determinants of major choice and academic expectations and to analyze gender differences, using six items of the Determinants of Major Choice Scale and the Academic Perceptions Questionnaire to assess AEs. A convenience sample of Portuguese and Spanish first-year students, mostly composed of women, was selected from two public universities. The invariance of the multivariate regression model with latent variables of the effect of DMC on AEs, (...) with determinants linked to Personal Characteristics and Mediating Agents as AE predictors, was tested across gender with LISREL. The invariance test of the multivariate regression model across gender fit the data well and revealed an equivalence of slopes between women and men, which allows a unique interpretation of the model’s predictive relationships for both genders. We also found statistically significant predictive relationships of PCs for six AE factors and MAs for five AE factors. The results showed theoretical relationships with the self-determination theory. At a practical level, they indicated the importance of PCs and MAs to design AE intervention programs in Higher Education institutions. (shrink)

Growing evidence suggests that nurses and other clinicians often feel insufficiently equipped to manage ethical issues that arise in their practice (Truog et al. 2015; Woods 2005; Darmon et al. 201...

Feelings of belonging are integral in people’s choice of what career to pursue. Women and men are disproportionately represented across careers, starting with academic training. The present research focuses on two fields that are similar in their history and subject matter but feature inverse gender gaps—psychology (more women than men) and philosophy (more men than women)—to investigate how theorized explanations for academic gender gaps contribute to feelings of belonging. Specifically, we simultaneously model the relative contribution of theoretically relevant (...) individual differences (empathizing, systematizing, and intellectual combativeness) as well as life goals (prioritization of family, money, and status) to feelings of belonging and majoring in psychology or philosophy. We find that men report higher intellectual combativeness than women, and intellectual combativeness predicts feelings of belonging and majoring in philosophy over psychology. Although systematizing and empathizing are predictive of belonging and, in turn, majoring in psychology and philosophy, respectively, when other factors are taken into account, women and men do not differ in empathizing and systematizing. Women, more than men, report prioritizing having a family, wealth, and status in choosing a career, and these directly or indirectly feed into feelings of belonging and majoring in psychology, in contrast to prior theory. Together, these findings suggest that students’ perceptions of their own combativeness and the extent to which they desire money and status play essential roles in women’s feeling they belong in psychology and men’s feeling they belong in philosophy. (shrink)

This study investigated the associations between academic dishonesty, perceptions toward cheating and academic self-handicapping in 572 Greek University students using an online anonymous questionnaire. Latent profile analysis (LPA) was employed to form subgroups of students based on academic dishonesty – related constructs. The results showed that academic dishonesty was higher in males and among Sciences and Economics/ICT majors, and that it was associated with students’ perceptions and a pattern of dysfunctional academic behavior. Moreover, students majoring (...) in Science and Economics/ICT reported higher levels of witnessing a peer cheating, which was positively linked to academic dishonesty. LPA revealed three groups of students with low, medium, and high academic dishonesty-related variable scores. The implications of these findings for understanding how perceptions about cheating and academic self-handicapping are linked to academic dishonesty are discussed. The study also suggests some possible interventions to prevent and reduce academic dishonesty based on the emerged student profiles. (shrink)

The academic performance of teacher education students predicts their future career development and it is also a significant factor related to their future students’ academic performance. However, little is known about the associations between perceived classroom climate, student engagement and academic performance, especially for English-major teacher education students. This study was to examine English-major teacher education students’ academic performance in relation to perceived classroom climate, student engagement. The questionnaire consisted of the Emotional Classroom Climate (...) Scale, the Utrecht Work Engagement Scale – Student Form-3 Item, and the 5-item Academic Performance Scale. This study investigated 307 English-major teacher education students in Guangxi, China. Among them, 280 were females, and 27 were males, aged between 18 and 24. Results indicated that perceived classroom climate was positively associated with student engagement and academic performance among English-major teacher education students; their student engagement was positively associated with their academic performance, and student engagement partially mediated the relationship between perceived classroom climate and academic performance. The findings supported the motivational process of study demands-resources model and revealed that perceived classroom climate and student engagement were significant factors linked to academic performance, and practical suggestions were discussed. (shrink)

Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a (...) campus-wide ethos that encourages integrity. (shrink)

Background:Academic ethical awareness is an important aspect especially for nursing students who will provide ethical nursing care to patients in future or try to tread the path of learning toward professional acknowledgement in nursing scholarship.Purpose:The purpose of this study was to explore academic ethical awareness and its related characteristics among undergraduate nursing students.Methods:This study commenced the survey with cross-sectional, descriptive questions and enrolled convenient samples of 581 undergraduate nursing students from three universities in South Korea. It was investigated (...) with structured questionnaires including general characteristics and academic ethical awareness related.Ethical considerations:This study was reviewed and approved by the Institutional Review Board at National University.Findings:Academic ethical awareness was the highest regarding behaviors violating the respect or confidentiality of patients and cheating on exams, while it was the lowest for inappropriate behaviors in class. From the result of general characteristics difference, male students showed higher score than female students in relative; first-year students showed higher score than other year students; the higher score was rated from students who were highly satisfied with their major than the other not satisfied with their major; and students with low academic stress showed higher ethical awareness score than persons with higher stress.Conclusion:Personal behaviors were rated with low ethical awareness in relative, but items related to public rules and actual effects on patients or others were rated with higher score. Nursing satisfaction and academic stress are main factors on ethical awareness. To improve overall ethical awareness level of nursing students, it is required to provide more education about the importance of personal behaviors in class and need to improve the understanding of how it will be connected with future situation and effect. (shrink)

Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a (...) campus-wide ethos that encourages integrity. (shrink)

This collection of papers focuses on issues in academic ethics and moves from consideration of the very idea of a university and what that entails, via attempts to locate the major current concerns, to particular issues relating to the University's relations with the corporate world, the professor's role, relations between student and teacher, credentialling, the demands of collegiality and plagiarism.

Academic internships are increasingly common in other disciplines, but have not been discussed or implemented widely in the discipline of philosophy. This article fills this gap by discussing the potential benefits of philosophy internships and addressing two important questions: whether there is something different about philosophy—possibly its abstractness, versatility, or what I refer to as “pluripotency”—that renders the benefits of internships out of reach for many philosophy students, and whether philosophy faculty should be responsible for developing and implementing philosophy (...) internships. In this article, I argue that there is nothing about the discipline itself that prevents philosophy majors from experiencing the benefits of academic internships and that, among the different possible internship coordinators, philosophy faculty bear primary responsibility for developing academic internships in philosophy and assisting philosophy students as they transition from college to professional career. (shrink)

Academic internships are increasingly common in other disciplines, but have not been discussed or implemented widely in the discipline of philosophy. This article fills this gap by discussing the potential benefits of philosophy internships and addressing two important questions: whether there is something different about philosophy—possibly its abstractness, versatility, or what I refer to as “pluripotency”—that renders the benefits of internships out of reach for many philosophy students, and whether philosophy faculty should be responsible for developing and implementing philosophy (...) internships. In this article, I argue that there is nothing about the discipline itself that prevents philosophy majors from experiencing the benefits of academic internships and that, among the different possible internship coordinators, philosophy faculty bear primary responsibility for developing academic internships in philosophy and assisting philosophy students as they transition from college to professional career. (shrink)

The majority of traditional students enrolled at most colleges and universities are a part of what has been termed the Millennial Generation, also known as Generation Y, which typically describes the group of individuals born in most of the 1980s and 1990s. This cohort’s life has been shaped by corporate scandals, economic instability, and worldwide tragedies. Concurrently, business ethics has become a popular topic in the news within the last 2 decades due to the increase in the number of high-profile (...) business scandals. Unfortunately, this trend has also been accompanied by an increased number of reported incidents of academic dishonesty at many major universities. Two underresearched factors that may be related to academic dishonesty and cheating behavior are religiosity and spirituality. This article attempts to shed more light on the relationship between religious beliefs and unethical behavior, with a focus on millennial college students. It is posited that religiosity and spirituality influence an individual’s attitudes, views, decisions, and ultimately behaviors. The results of this study indicate that religiosity but not spirituality is a predictor of students’ attitudes toward cheating and cheating behavior. (shrink)

This study investigated Iranian language students’ perception of and familiarity with plagiarism, their attitudes toward their professors regarding this issue, and their reasons for doing so. The participants were 122 undergraduate and graduate language students in Translation, Literature, TEFL, and Linguistics who filled out a validated and piloted questionnaire. Overall, the results indicated that students had different views about the definition of plagiarism and plagiarism was mostly perceived by students as using someone else’s words as if they were their own (...) rather than taking someone’s ideas without permission. It was also found that in their academic career, students mostly consider copying a completed assignment of their friend as an act of academic dishonesty. In addition, they mostly argued that professors at universities guess about who might have done plagiarism instead of checking it themselves and they used different strategies to detect plagiarism. The study also indicated that Iranian students had different reasons for plagiarism but they mostly plagiarize because of easiness of plagiarism. Finally, the results of the survey showed that the majority learned about plagiarism from their university professors. (shrink)

BackgroundInstitutions of higher learning are persistently struggling with issues of academic dishonesty such as plagiarism, despite the availability of university policies and guidelines for upholding academic integrity.MethodologyThis was a descriptive qualitative study conducted on 37 students of a Healthcare Ethics course at an Australian tertiary institution from February 2016 to October 2018. The purpose of the study was to explore the reasons for plagiarism detected the TurnitinR plagiarism checking software and extensive review of manuscripts. The interviews were conducted (...) in private rooms and in strict confidence. Thematic analysis was manually done.ResultsFour major themes namely, lack of interest; pressure of time with competing priorities; lack of understanding of the policy on academic honesty, and “the determined students” were identified. Sub themes under lack of interest were lack of preparation and effort, low self-efficacy, poor studying techniques, and convenience of internet sources. Under pressure of time, the subthemes were, misplaced priorities, procrastination, high workloads, poor planning, competing interests, and the perception of availability of time at the start of the semester. Regarding lack of understanding of the policy on academic honesty, the subthemes identified were, lake of awareness of plagiarism, lack of awareness of acceptable similarity, conflicting messages from tutors and confusion with high school learning. The determined students were those that either made all effort to reduce plagiarism but still remained high, used the another language at home other than English, had poor paraphrasing techniques or lacked resources for English language editing.ConclusionThere are varied and diverse reasons for plagiarism. There is a need to systematically reinforce and educate students on issues pertaining to academic dishonesty and their associated implications. (shrink)

A high level of professional integrity is expected from healthcare professionals, and literature suggests a relationship between unethical behavior of healthcare professionals and poor academic integrity behavior at medical school. While academic integrity is well researched in western countries, it is not so in the Middle East, which is characterized by different cultural values that may influence students’ academic integrity conduct. We conducted a cross-sectional study among health-professions students at a university in the Middle East to assess (...) perceptual differences on various cheating behaviors, as well as to explore the reasons underlying the cheating behavior. A validated survey instrument disseminated among first and second-year undergraduate students resulted in 211 complete responses and this data was analyzed using descriptive and inferential statistics. Pearson’s Chi-square/ Fischer’s exact test was applied to test the association of various factors with academic misconduct. The major determinants of academic misconduct were investigated using Binary Logistic regression model. The conducted analysis and the results showed that preceding cheating behavior was the only factor significantly associated with cheating in the university (p. (shrink)

Educational pressures such as challenging workload, demanding deadlines and competitiveness among undergraduate dental students erode academic integrity in clinical training. The implementation of honour codes have been associated with the reduction in academic dishonesty.An action research was undertaken to investigate and foster academic integrity through creative pedagogical strategies and the implementation of an honour code within the undergraduate dental programme.Students reported the honour code as relevant and it encouraged the five investigated fundamental values of academic integrity. (...) The students also favoured the annual implementation of the honour code. The creative pedagogical strategy facilitated a change in perception on academic integrity in the clinical scenarios sessions. Most students showed changes in perception of academic integrity. The majority of students’ narratives/responses were positive and the emerging subthemes also espoused the five out of the six ICAI fundamental values of academic integrity. Students indicated the need for inclusion of academic integrity education within the curriculum. They felt that staff also should be guided by an academic integrity policy.Implementation of an honour code coupled with creative pedagogical strategies helped to foster understanding and appreciation for academic integrity. Conversely the honour code implementation was more effective due to the use of supportive creative pedagogical strategies on academic integrity. It is still undetermined whether these change in perception impacted on clinical practice during training and post-graduation. (shrink)

This research details a pilot study of Finnish college students and their views on the academic ethics. Finland is an unexamined population on this issue. In the current project, we surveyed students in the spring of 2014. We found unethical behavior is common on projects but less common on exams. We also found students are unwilling to report wrongdoing by other students. We examined differences between students’ attitudes on cheating based on several demographic factors, including gender, age and (...) class='Hi'>major. We conclude by discussing the implications for further research in this area. (shrink)

The literature suggests that a whole-institution culture of academic integrity is needed in order to prevent academic integrity breaches. It is also suggested that the national cultures and individual backgrounds of academic staff and students can impact on their propensity to breach academic integrity policies and on their uptake of initiatives aimed at enhancing academic culture. Much research has been conducted on academic integrity related to culture in the western world including the behaviours of (...) international students, and some work has been conducted in various Asian contexts. However, little is known about how national culture and religion affect academic integrity in eastern countries with a Muslim majority. This paper presents a synthesis of the literature related to academic integrity and culture in regions where Muslims are the majority. An integrative literature review was carried out. Keywords were used to search and to collect academic integrity related research published from 2010 to 2020. The literature reviewed revealed that academics in countries with a Muslim majority faced challenges related to their local cultures, which included social and religious perceptions and practices. However, they were also able to draw upon some national and religious practices that supported and enhanced academic integrity. This paper concludes with recommendations for incorporating these positive cultural factors into an academic integrity framework for policy and practice appropriate for Muslim contexts. (shrink)

The topic of cheating among college students has received considerable attention in the education and psychology literatures. But most of this research has been conducted with relatively small samples and individual projects have generally focused on students from a single campus. These studies have improved our understanding of cheating in college, but it is difficult to generalize their findings and it is also difficult to develop a good understanding of the differences that exist among different academic majors. Understanding such (...) differences may be important in developing improved strategies for combating college cheating. The objective of this paper is to examine the relation between cheating and the choice of academic major with a particular focus on natural science and engineering majors. The data source for this analysis is a study of over 4,000 students from 31 campuses which was conducted in the 1995–1996 academic year. (shrink)

The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses (...) or tutorials. Previous research has found this type of instruction to be effective in increasing students’ knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n= 780) had been asked to complete a survey on their perceptions of the University’s academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n= 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University’s academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants’ personal engagement in academic misconduct offered partial support for hypotheses – those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research. (shrink)

An important measure of the success of an academic institution is evaluation of its moral health. In order to investigate academic integrity in our institution, we administered the Academic Integrity Survey to a representative sample of 384 students from different departments. In addition we performed content analysis on 24 disciplinary hearing files from the previous academic year in order to ascertain which students were brought before the committee and why. Results show that the majority of students (...) perceived academic misconduct as a serious matter. Those who reported high on academic misconduct were concentrated among those who had not done national service, studied in the science faculty, and were Arabic-speaking students. Evaluation of the disciplinary hearings revealed that half the student brought before the committee were Arabic-speaking students despite their relatively small numbers in the college. The findings suggest that prevention of academic misconduct should focus on supporting specific at-risk populations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Academic Skepticism in Early Modern PhilosophyJosé R. Maia NetoAncient skepticism was more influential in the sixteenth and seventeenth centuries than it had ever been before. Thanks to the groundwork of Charles B. Schmitt and Richard H. Popkin on the influence of ancient skepticism in early modern philosophy and to the extensive research that followed their lead, skepticism is now recognized as having played a major role in (...) the rise of modern thought. 1There were two ancient skeptical schools, Academic skepticism and Pyrrhon-ism. Were both equally influential? Until the sixteenth century, Pyrrhonism was scarcely known. Only a few copies of Sextus’s books (the only surviving primary source of ancient Pyrrhonism) have been discovered in medieval libraries. By contrast the main source of Academic skepticism, Cicero’s Aca-demica, was occasionally referred to by medieval authors and was the object of some commentaries and criticism in the Renaissance. 2 Academic skepticism was preserved from the Middle Ages to the Renaissance not only through Cicero’s Academica, but also through Lactantius’s Divinae Institutiones and [End Page 199] Augustine’s Contra Academicos. 3 This situation changed when Sextus’s works were translated to latin and published in 1562 and 1569. Sextus presents a much more complete and detailed account and defense of ancient skepticism than that of Cicero’s Academica. Sextus presents Pyrrhonism as a coherent form of skepticism and Academic skepticism as a kind of negative dogmatism. 4 It was thus natural that the ancient skepticism that fascinated some (and troubled so many) early modern thinkers was mostly Pyrrhonian. Because of the publication of Sextus’s works, according to Schmitt, the increasing influence of Cicero’s Academica in the Renaissance was halted. Sextus’s Hypotyposes and Adversus Mathematicos took the place of Cicero’s Academica and drastically increased the influence of ancient skepticism. 5 The skeptical crisis at the dawn of modern philosophy is called “pyrrhonienne” not “academicienne.”While the appearance of Sextus’s works in Latin turned him and Pyrrhonism into the main source and influence of ancient skepticism in early modern philosophy, further research on the history of skepticism in the period has shown that the role of Cicero’s Academica and of Academic skepticism in general continued to be considerable. First, Cicero’s works were important items in the university curricula. Although Cicero’s works of rhetoric and morals were those more read, the students could certainly learn about Academic skepticism through at least some of them. Second, many editions of De Natura Deorum, a work of Cicero’s in which Academic skepticism is quite central, were published during the seventeenth century. Third, features of Academic skepticism, exhibited above all in Cicero’s Academica, are basic to the skepticism revived in the late Renaissance by Montaigne and Charron; were related to the new science in the first half of the seventeenth century by Gassendi; were used in the anti-Cartesian reaction of the late seventeenth century by Rapin, Huet, Bayle, and above all Foucher; and were radicalized in the eighteenth century by Hume. Despite the Academic features of Montaigne’s, Charron’s, and Gassendi’s skepticisms, it does seem that from the publication of Sextus’s works to the mid-seventeenth century, Academic skepticism was secondary to Pyrrhonism. But the appearance of Descartes and the development of Cartesianism in the second half of the seventeenth century set conditions for a complete revamping of Academic skepticism, bringing about what Schmitt thought was precluded by the appearance of Sextus in the modern scene, namely, a “full flowering of the Academica as a work to inspire new directions of philosophical thought.” 6 [End Page 200]Montaigne’s Apologie pour Raimond Sebond is rightly considered the first major result of the revival of ancient Pyrrhonism in modern thought. 7 Montaigne never cites the name of Sextus nor acknowledges his source and, by contrast, fills his Apology with passages from Cicero on the Academic skeptics. It is clear, however, that Montaigne follows closely Sextus’s Outlines of Pyrrhonism in the central part of the Apology where he gives a detailed and sympathetic exposition of ancient skepticism.After dwelling on the evils and problems arising from knowledge and science, Montaigne... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Academic Skepticism in Early Modern PhilosophyJosé R. Maia NetoAncient skepticism was more influential in the sixteenth and seventeenth centuries than it had ever been before. Thanks to the groundwork of Charles B. Schmitt and Richard H. Popkin on the influence of ancient skepticism in early modern philosophy and to the extensive research that followed their lead, skepticism is now recognized as having played a major role in (...) the rise of modern thought. 1There were two ancient skeptical schools, Academic skepticism and Pyrrhon-ism. Were both equally influential? Until the sixteenth century, Pyrrhonism was scarcely known. Only a few copies of Sextus’s books (the only surviving primary source of ancient Pyrrhonism) have been discovered in medieval libraries. By contrast the main source of Academic skepticism, Cicero’s Aca-demica, was occasionally referred to by medieval authors and was the object of some commentaries and criticism in the Renaissance. 2 Academic skepticism was preserved from the Middle Ages to the Renaissance not only through Cicero’s Academica, but also through Lactantius’s Divinae Institutiones and [End Page 199] Augustine’s Contra Academicos. 3 This situation changed when Sextus’s works were translated to latin and published in 1562 and 1569. Sextus presents a much more complete and detailed account and defense of ancient skepticism than that of Cicero’s Academica. Sextus presents Pyrrhonism as a coherent form of skepticism and Academic skepticism as a kind of negative dogmatism. 4 It was thus natural that the ancient skepticism that fascinated some (and troubled so many) early modern thinkers was mostly Pyrrhonian. Because of the publication of Sextus’s works, according to Schmitt, the increasing influence of Cicero’s Academica in the Renaissance was halted. Sextus’s Hypotyposes and Adversus Mathematicos took the place of Cicero’s Academica and drastically increased the influence of ancient skepticism. 5 The skeptical crisis at the dawn of modern philosophy is called “pyrrhonienne” not “academicienne.”While the appearance of Sextus’s works in Latin turned him and Pyrrhonism into the main source and influence of ancient skepticism in early modern philosophy, further research on the history of skepticism in the period has shown that the role of Cicero’s Academica and of Academic skepticism in general continued to be considerable. First, Cicero’s works were important items in the university curricula. Although Cicero’s works of rhetoric and morals were those more read, the students could certainly learn about Academic skepticism through at least some of them. Second, many editions of De Natura Deorum, a work of Cicero’s in which Academic skepticism is quite central, were published during the seventeenth century. Third, features of Academic skepticism, exhibited above all in Cicero’s Academica, are basic to the skepticism revived in the late Renaissance by Montaigne and Charron; were related to the new science in the first half of the seventeenth century by Gassendi; were used in the anti-Cartesian reaction of the late seventeenth century by Rapin, Huet, Bayle, and above all Foucher; and were radicalized in the eighteenth century by Hume. Despite the Academic features of Montaigne’s, Charron’s, and Gassendi’s skepticisms, it does seem that from the publication of Sextus’s works to the mid-seventeenth century, Academic skepticism was secondary to Pyrrhonism. But the appearance of Descartes and the development of Cartesianism in the second half of the seventeenth century set conditions for a complete revamping of Academic skepticism, bringing about what Schmitt thought was precluded by the appearance of Sextus in the modern scene, namely, a “full flowering of the Academica as a work to inspire new directions of philosophical thought.” 6 [End Page 200]Montaigne’s Apologie pour Raimond Sebond is rightly considered the first major result of the revival of ancient Pyrrhonism in modern thought. 7 Montaigne never cites the name of Sextus nor acknowledges his source and, by contrast, fills his Apology with passages from Cicero on the Academic skeptics. It is clear, however, that Montaigne follows closely Sextus’s Outlines of Pyrrhonism in the central part of the Apology where he gives a detailed and sympathetic exposition of ancient skepticism.After dwelling on the evils and problems arising from knowledge and science, Montaigne... (shrink)

The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, (...) immediately after the presentation, and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity. (shrink)

Student academic dishonesty is a pervasive problem for universities all over the world. The development of innovative practices and interventions for decreasing dishonest behaviour requires understanding factors influencing academic dishonesty. Previous research showed that personal, environmental, and situational factors affect dishonest behaviour at a university. The set of factors and the strength of their influence can differ across countries. There is a lack of research on factors affecting student dishonesty in Russia. A sample of 15,159 undergraduate students from (...) eight Russian highly selective universities was surveyed to understand what factors influence their decision to engage in dishonest behaviour. Ajzen’s Theory of Planned Behaviour was employed to explain dishonest behaviour among students. The explained variance in the engagement in academic dishonesty equals 48% in the model for the full sample, and reaches 69% in the model for one of the considered institutions. The major findings of this study were: subjective norms appeared to dominate as the strongest predictor of academic dishonesty across the Russian universities; perceived behavioural control, appeared to be positively related to the dishonest behaviour. In the majority of universities, this factor was found to be insignificant. This finding indicates a specific feature of Russian students’ an ethical decision-making process discussed in the last part of the paper. (shrink)

The study was conducted to examine perceived seriousness of academic cheating behaviors among undergraduate students in an Ethiopian University. A total of 245 regular undergraduate students were randomly selected from three colleges: business and economics, natural and computational science, and social science found in a university. Data were collected using a survey. The results indicated that majority of the respondents rated most cheating behaviors as “serious” The study found that although students perceived the seriousness of most cheating behaviors, they (...) continued to actively engage in cheating. Furthermore, significant differences were found in the perception of the seriousness of academic cheating behaviors amongst students according to field of study and gender. Therefore, as today’s undergraduate students are the employees of tomorrow and that the ethics they adopt and adhere to shape their behavior in the future, it is suggested that there is a need to make known to students the reality of academic integrity and to expose them to the consequences of violating students’ academic code of ethics. (shrink)

Ethical decision-making in school administration has received considerable attention in educational leadership literature. However, most research has focused on principals working in secondary school settings while studies that explore ethical reasoning processes of academic deans have been significantly few. This qualitative study aims to describe the ethical decision-making processes employed by a select group of Filipino college deans in solving ethical dilemmas using the ethical paradigms proposed in the works of Starratt (Educ Adm Q 27:185–202, 1991) and Shapiro and (...) Stefkovich (Ethical leadership and decision-making in education: applying theoretical perspectives to complex dilemmas, 2005) as frameworks for the analysis. Data was gathered using semi-structured interviews and field text was analyzed using deductive thematic analysis. Findings of this study show that majority of the deans chose to share ethical dilemmas involving students and teachers. The findings also show the ethical frameworks of care, justice, and profession as the dominant paradigms utilized by Filipino deans and their preference for adopting multiple ethical frameworks when making their decisions. Most of the ethical dilemmas which the deans narrated relate to their tasks of academic administration such as monitoring student performance, faculty evaluation and maintaining school discipline. Interestingly, only a few dilemmas involving university administrators were expressed, and dilemmas that refer to broader societal issues usually associated with school administrators’ utilization of the ethic of critique were also significantly left out in the narratives of this study. This paper intends to contribute to current literature by expanding research to administrators working in the context of higher education in the Philippine setting. The findings of this study could serve as knowledge base in designing ethics courses to enhance educational leaders’ ethical decision-making skills. The study also provides useful insights of ethical decisions and reasoning processes employed by academic administrators in resolving real life ethical dilemmas that could be useful at the practical level for aspiring and practicing deans. (shrink)

This study examines the psychological contract between academics and their institutions during a time of great stress—the COVID-19 pandemic. Given that relationships between these parties have been found to be deteriorating prior to the pandemic, we believed it pertinent to explore how environmental changes brought about through lockdown conditions may have shifted the academic-institution relationship. Through a qualitative research design, our data is from 2029 women academics across 26 institutions of higher learning in South Africa. The major shifts (...) in the psychological contract were found to be workload and pressure, provision of resources, top-down communication, as well as trust and support. Whilst these shifts altered the transactional and interactional nature of the psychological contract, violation, rather than breach, occurred since the emotional responses of participants point to incongruence or misalignment of expectations between academics and their institutions during this time of crisis. We offer recommendations for rebuilding trust and negotiating the psychological contract to re-engage academics in the institution. (shrink)

This article contrasts a secular definition of “academic freedom” with a Catholic model, where freedom of discussion and investigation is one component of a wider process that leads to the Church’s judgment about a particular teaching. Three questions arise about academic freedom: (1) its purpose and goal, (2) its limits, and (3) its relationship to the Church. While there is sometimes tension between some people and the teaching office, fruitful doctrinal development usually takes place within the—sometimes heated—world of (...) theological discussion. A postscript describes the mandatum as a concrete expression of the intrinsic role that the magisterium has in Catholic theology and the role of the university and faculty in relation to the wider church. (shrink)

This book is the first systematic account of Pierre Charron's influence among the major French philosophers in the period (1601-1662). It shows that Charron's Wisdom was one of the main sources of inspiration of Pierre Gassendi's first published book, the Exercitationes adversus aristoteleos. It sheds new light on La Mothe Le Vayer, who is usually viewed as a major free thinker. By showing that he was a follower of Charron, La Mothe emerges neither as a skeptical apologist nor (...) as a disguised libertine, as combatting superstition but not as irreligious. The book shows the close presence of Charron in the preambles of Descartes' philosophy and that the cogito is mainly based on the moral Academic self-assurance of Charron's wise man. This interpretation reverses the standard view of Descartes' relation to skepticism. Once this skepticism is recognized to be Charron's Academic one, it is seen not as the target but as the source of the cogito. Pascal is the last major philosopher for whom Charron's wisdom is crucially relevant. Montaigne and Descartes influenced, respectively, Pascal's view of the Pyrrhonian skeptic and of the skeptical main arguments. The book shows that Charron's Academic skeptical wise man is one of the main targets of his projected apology for Christianity, since he considered him as a threat and counter-example of the kind of Christian view of human beings he believed. By restoring the historical philosophical relevance of Charron in early modern philosophy and arguing for the relevance of Academic skepticism in the period, this book opens a new research program to early modern scholars and will be valuable for those interested in the history of philosophy, French literature and religion. (shrink)

The current study explored the effects of using digital flashcards and mobile devices on learning academic vocabulary. The participants were 86 university students majoring in Psychology in two experimental conditions and one control group. A list of 361 core academic words frequently used in Psychology was taught to the participants using different materials, and the learning outcomes were compared across the three groups. Accordingly, the participants in the experimental group 1 used a DF application, participants in the experimental (...) group 2 used traditional materials, and those in the control group were given a list of target words with their definitions. Receptive knowledge of the target words was tested before and after the treatment, and the learning outcomes were compared across the groups using one-way between-groups ANOVA. The findings of the study indicated that using DFs enhanced students’ engagement with learning their discipline-specific academic vocabulary and that experimental group 1 outperformed those participants in other learning conditions. The findings add to the existing literature on mobile-assisted vocabulary learning and provide empirical support for the effectiveness of such platforms for learning academic vocabulary. The implications of the study were discussed in terms of the affordances provided by DFs on mobile devices and corpus-based word lists for informing vocabulary learning components in teaching English for Academic Purposes. (shrink)

This paper analyzes the impact of the COVID-19 pandemic on the mental health of the teachers, specifically the techno stress arising in them as a result of issues faced by them in the use of technology when they conduct the online academic activities. It aims to assess the major factors related to the online teaching that specifically adds to techno stress on the teachers during the COVID-19 outbreak. Finally, the study aims to provide suggestions to the policymakers and (...) the management of the universities so that the effect of the COVID-19's on teachers' mental health and the related techno stress can be reduced. This paper is a literature review of the articles on the notion of techno stress on teachers and their mental health by searching the related articles with these terminologies using the renowned search engines of Google Scholar and Web of Science. A combination of the terms such as Coronavirus, COVID-19, mental health, psychological distress, techno stress, and online teaching were used in the article search for the review. The literature has suggested that the COVID-19 outbreak has significantly affected the mental health of the employees in general and specifically, the teachers who are engaged in online academic activities and teaching in the universities. The paper has identified a few factors that are the cause of the techno stress and provides recommendations for the university management and the policy makers for minimizing their negative impact on the teachers, in terms of the techno stress and their mental health. Coronavirus is a new strain of the viruses that has badly engulfed the entire population of the world. It is even now badly rising and causing deaths while this article is in the writing phase. The article has addressed the mental health concerns of the university teachers as they are now working from home using ICT for delivering the lectures and conducting the online teaching and learning activities for the students at their universities. This is a matter of grave importance now and requires immediate attention. Hence, this article broadens the scope of the research on the corona virus and its impact on the university teachers. (shrink)

The academic databases such as Scopus or Web of Science are commonly used to measure performance of universities, departments, and even single researchers. However, to what extent such databases can represent real outcomes of aforementioned units especially in the field of art and humanities where local languages and cultural phenomena play an important role is not clear. This article focuses on understanding how research in this field, as seen through the case of aesthetics in non-English speaking countries, Finland in (...) particular, is represented through major academic databases. This question is tackled by applying a data mining approach. First, we identify major academic databases, and afterwards test what is the proportion of Finnish aesthetics presented in those databases. Our approach allows us to critically look into representation of local art or humanities related research in general academic databases, and understand to what extent we can trust those sources in representing real pictures of the field. Results strengthen the well-known fact that most common academic databases draw a rather poor picture. In more particular this article shows that there are certain factors that influence analysis of the field: spread data, multilingual content, non-standard categorization, variability of venues, different publishing patterns, and unsuitable impact metrics. However, our results propose that alternative databases can be formed from university or meta-data databases. We also provide further directions for designing of such databases. (shrink)

From the 1910s to the emergence of structuralism and post-structuralism in the 1960s, the writings of John Grierson, Siegfried Kracauer, Andre Bazin and Georg Lukacs dominated realist film theory. In this critical anthology, the first collection to address their work in one volume, a wide range of international scholars explore the interconnections between their ideas and help generate new understandings of this important, if neglected, field. Challenging preconceptions about 'classical' theory and the nature of realist representation, and in the process (...) demonstrating how this body of work can be seen as a cohesive theoretical model, this invaluable collection will help return the realist paradigm of film theory to the forefront of academic enquiry. ". (shrink)

Two major science policy issues are the integration of knowledge across academic disciplines and the accountability of science to society. Instead of adding new or external criteria for research evaluation, I argue, these goals can be pursued by subjecting disciplinary priorities and procedures to broader scrutiny from the rest of academia. From a social epistemological perspective, the paper discusses interdisciplinarity as a mode of epistemic accountability across disciplinary boundaries, which promises to make academia more than the sum of (...) its disciplinary parts. Drawing on discussions of interdisciplinarity and accountability in knowledge production, as well as on empirical findings of the evaluation of research proposals, the paper unpacks the notion of academic accountability into three dimensions—the recipients, contents, and practices of accountability—and illustrates the difference interdisciplinarity makes in each dimension. The analysis shows that interdisciplinarity is not simply a category of.. (shrink)

The digitisation of academic journals has created the technical possibility that research can be made available to any interested party free of charge. This possibility has been undermined by the proprietary control that commercial publishers exercise over the majority of this material. The control of commercial publishers over publicly-funded research has been criticised by charitable bodies, politicians and academics themselves. While the existing critical literature on academic publishers has considerable value, it fails to link questions of control within (...) the journal-industry to the wider restructuring of economic and social relations that has taken place over the last three decades. This article seeks to complement this literature by highlighting how broader profitability pressures and the subsequent attempts by state-managers to expand the social space for capitalist accumulation have structured the development of the journal-industry. (shrink)

Purpose Students have direct access to academic ghost writers who are able to provide for their assessment needs without the student needing to do any of the work. These ghost writers are helping to fuel the international industry of contract cheating, raising ethical dilemmas, but not much is known about the writers, their business or how they operate. This paper aims to explore how the ghost writers market their services and operate, based on observable information. Design/methodology/approach This paper reviews (...) data from providers actively offering contract cheating services available to the public on Fiverr.com, a low-cost micro outsourcing site. The search term write essay is used to identify providers, finding 103 Gigs from 96 unique providers. Visible information, such as provider marketing, advertised services, pricing information and customer reviews, is analysed. Findings The results demonstrate that bespoke essays are readily available to students at a low cost. The majority of providers operate from Kenya. Revenue calculations indicate a price point of US$31.73 per 1,000 words, below the cost of traditional essay mills, but show that these 96 providers have generated around US$270,000 of essay writing business between them. Originality/value This study affords a look into a complex and established industry whose inner workings are normally kept private and for which little published information currently exists. The research adds to what is known about the extent, location and operation of the contract cheating industry. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:_Russell_ journal (home office): E:CPBRRUSSJOURTYPE2502\REVIEWS.252 : 2006-02-27 11:52  Reviews FREEDOM ISN’T ACADEMIC W B Educational Studies / U. of British Columbia Vancouver, , Canada   .@. Conrad Russell. An Intelligent Person’s Guide to Liberalism. London: Duckworth, . Pp. . £. (hb). Academic Freedom. London and New York: Routledge, . Pp. xi, . £. (pb). ho is the intelligent person of the first title? Is it (...) the brainy reader who Wknows about liberalism, and merely wants to update her knowledge? Is it the clever author who offers a guide out of the goodness of his heart? Or more likely, is it the sharp publisher, who knows a good selling point when he or she sees one? One guesses it is the publisher. But as to the present volume, few will complain of the title’s ambiguity, for it entices readers into an compact, well written, and timely argument on political matters of the first importance. Conrad Russell was the author of Academic Freedom, a well regarded and similarly compressed discussion of academic freedom. Academic Freedom preceded the Guide to Liberalism by six years. It was as though Russell had first to taste and see the awful effects of neo-conservatism in his beloved University of  Conrad Russell has a world reputation as an historian of the English Civil War, of the whole seventeenth century, and of the social history of politics before . His several books and hundreds of articles and reviews show that he had an apparently effortless mastery of most world history since the Reformation. I have been unable to deal with Conrad’s historical output in this review, but have discussed it in a forthcoming biographical essay about Conrad Russell in the Bertrand Russell Society Quarterly, “Conrad Russell as Political Intellectual”, forthcoming in . _Russell_ journal (home office): E:CPBRRUSSJOURTYPE2502\REVIEWS.252 : 2006-02-27 11:52 Reviews  London and then, six years later—after due reflection upon the whole horrid mess—to provide a compelling political remedy to the evil apparatus of Mrs. Thatcher and Mr. Major. Academic Freedom, a sister volume to the Guide, dealt with the intellectual and administrative liberty that university teachers must have if their work is to be academically viable and socially valuable. Already in , Academic Freedom offered a sharp attack on the Thatcherite use of league tables and performance indicators, and on high civil servants, vice-chancellors, and government ministers who rely on the numbers. In effect, accountants and managers and long lists of numbers had overtaken much that universities did. Academic Freedom ended with a straightforward prescription: university teachers and (on occasion) responsible administrators should make the hard academic decisions to which they are called—not civil servants, not numbercrunchers, not politicians. This view did not mean elected politicians were released from the burden of honest choice and decision, particularly in regions of governance and public life for which they had direct responsibility and care. But Russell’s point remained: it would be madness if statistical tables replaced responsible and able human beings, or if those human beings accepted that they must become automatic “decision machines”. Conrad Russell died on  October , but must have had a form of prescience. For in , more than thirty academic units and fields were eliminated in United Kingdom universities on grounds of efficiency, ranking in league tables, and performance indication. Each time the administrator concerned threw up her hands, claiming she had no choice, as the league table or the last Research Assessment Exercise “made me do it”. Up the line, politicians have gone further, even rejoicing in the New Management of British higher education and the pleasant prospect of even greater “efficiencies” in the next decade. Conrad Russell well understood that freedom is not just academic. An Intelligent Person’s Guide to Liberalism relies, then, on recent political history to provide its main narrative thrust. By the mid-point of the book, one has the impression that current events have shaped his liberalism, and that his understanding of the history of liberalism is “presentist”. But Conrad Russell starts by saying that he doesn’t pretend to be writing history (or philosophy) in his Guide. To call Conrad Russell “presentist” is to underplay... (shrink)

In medieval universities, preaching formed an essential part of the curriculum of theology. Though we know next to nothing about how the subject was formally taught and studied, we are well informed about its requirement and exercise. As early as the end of the twelfth century Peter the Chanter stated that the graduate in theology had to show proficiency in three areas: in lecturing, disputation, and preaching . How and when in a student's career such preaching was to be done (...) is set out in the statutes of major universities, such as Paris, Oxford, Cambridge, and others. In 1253, for instance, the statutes of Oxford University declared that “no one shall incept in theology in this university unless he has first been regent in the arts …, and unless he has lectured on some book from the biblical canon or a book of the Sentences or Histories, and preached in public before the university.” The three-fold requirement was still in place in the fourteenth century and later: “Those who are about to incept in theology, before they are admitted to inception, must throughout all theology schools oppose in public, preach in public, and read in public some book from the biblical canon or the Sentences.” The times and places of such required public preaching, as well as the order in which theologians would give their public sermons, were all regulated in similar statutes and have been discussed in Hastings Rashdall's history of medieval universities and, with particular focus on Oxford, by A. G. Little and F. Pelster. (shrink)

Previous research has shown that Need for Cognition, the individual tendency to engage in and enjoy cognitive endeavors, contributes to academic performance. Most studies on NFC and related constructs have thereby focused on grades to capture tertiary academic success. This study aimed at a more comprehensive approach on NFC’s meaning to success in university. We examined not only performance but also rather affective indicators of success. The current sample consisted of 396 students of different subjects with a mean (...) age of 24 years. All participants took part in an online survey that assessed NFC together with school performance and further personality variables via self-report. Success in university was comprehensively operationalized including performance, satisfaction with one’s studies, and thoughts about quitting/changing one’s major as indicators. The value of NFC in predicting tertiary academic success was examined with correlation analyses and path analysis. NFC significantly correlated with all success variables with the highest correlation for study satisfaction. Path analysis confirmed the importance of NFC for study satisfaction showing that NFC had a significant direct effect on study satisfaction and via this variable also a significant indirect effect on termination thoughts. This study clearly indicates that NFC broadly contributes to the mastery of academic requirements and that it is worthwhile to intensify research on NFC in the context of tertiary education. (shrink)

In 1942, Katherine Frost Bruner published an article titled “Of psychological writing: Being some valedictory remarks on style.” It was published in Journal of Abnormal and Social Psychology, the journal for which she served as editorial assistant between 1937 and 1941. Her collection of advice to writing scholars has been widely quoted, including by several editions of The Publication Manual of the American Psychological Association. The most frequently quoted message in Bruner’s article deals with the importance of making sure that (...) references in academic texts are complete and accurate. Exploring the citation history of this particular message reveals an ironic point: the great majority of those who have quoted Bruner’s words on reference accuracy have not done so accurately. The case may serve as a reminder of the importance of the basic academic principle of striving to use primary sources. The most startling finding in this study is how frequently this principle is violated, even by authors who advise and educate academic writers. (shrink)

In this article, I deal with the notion of ‘academic identity’ holistically, seeking to bring together the teacher and researcher roles of academics in the neoliberal university. The article begins from the perspective of early-career academics who occupy the majority of fixed-term, teaching-only contracts in Higher Education, arguing that such casualisation of academic labour entrenches the role of the academic asHomo economicus. Drawing on the work of Foucault, I demonstrate how a neoliberal governmentality is now not only (...) exerted upon academics from without, but increasingly they are subjecting themselves to the logic of efficiency and effectiveness too. The neoliberal governmentality of the university thus influences and shapes academic subjectivities, such that what it means tobean academic is confined to this marketised logic. Despite the pressures placed on academics to ‘produce’ measurable outputs and demonstrate their impact, I argue that moving beyondHomo economicusis possible, arguing instead for a re-claiming of ‘the academic’ asHomo academicus. The idea ofHomo academicuscan only be supported when three conditions are present: collegiality is afforded greater importance than competition; the discourses of ‘productivity’ and performativity are balanced against simply ‘doing good work well’ (Pirrie in Virtue and the quiet art of scholarship, Routledge, London, 2019), and; academics are mindful to practice the ‘quieter’ intellectual virtues, including the virtue of ‘unknowing’ (Smith in J Philos Educ 50:272–284, 2016). (shrink)

Este artigo tem como objetivo discutir algumas das teses centrais do físico teórico e epistemólogo John Michael Ziman relativas à dimensão social da ciência. Ziman sustenta que, para um melhor entendimento das mudanças ocorridas na prática científica contemporânea, sobretudo das consequências geradas nas últimas décadas pelo que ele denominou de "ciência pós-acadêmica", é necessária uma abordagem que inclua aspectos não somente filosóficos, mas também sociológicos e históricos. Segundo Ziman, a supervalorização, na ciência pós-acadêmica, de valores ligados a uma cultura gerencial (...) tem como consequências, a curto prazo, a alteração do éthos mertoniano e dos princípios filosóficos utilizados historicamente pelos cientistas como ideais reguladores; e, a longo prazo, a redução da capacidade cognitiva da ciência de produzir "novos mapas" da realidade. Ao analisar alguns conceitos-chave da obra de Ziman, tais como "consensibilidade", "consensualidade", "conhecimento público" e "ciência pós-acadêmica", esperamos debater a concepção de ciência desse autor, ainda pouco citado no Brasil. The main objective of this article is to discuss some of the central theses on the work of the physicist and epistemologist John Michael Ziman concerned with the social dimension of science. Ziman supports the thesis that in order to have a better understanding of the recent changes in scientific practice, especially the consequences brought by a new mode of knowledge production, in the last decades, which he names "post-academic", it is necessary a new methodological approach is necessary that includes, not only philosophical aspects, but also sociological and psychological ones. According to Ziman, one of the consequences of the overvaluation of a managerial culture in post academic science is, in the short term, the deflation of the Mertonian ethos and also of the philosophical principles which were historically shared amongst scientists as regulatory ideals; and in the long run, the major consequence of post-academic science would be the reduction of cognitive capacity of science to produce "new maps" of the world. By the analysis of some key-concepts in Ziman's work, such as "consensibility", "consensuality", "public knowledge" and "post-academic science", we aim to make the Brazilian reader acquainted with his conception of science. (shrink)