About this topic
Summary Philosophy of higher education is concerned with specific problems arising from the existence of universities and higher education institutions. Such problems include the specific aims of a university education, what are the differences between a university education and other (non)-formal aspects of education, the conflict between the faculties (or, in a more modern understanding, the hierarchy between academic disciplines), academic freedom, social mission of the university, the relation between teaching and research, Bildung, the (academic) crisis of the humanities, the production of knowledge, the kind(s) of thinking which university study leads to, the collective practice of study, education as a commons, the public role of the universities,  neoliberalism in the academia, etc.
Key works Kant & Gregor 1992 Humboldt 2005 Fichte 1820 Weber 2013 Derrida 1983 Derrida 2004 Barnett 2011 Nussbaum 2010
Introductions Barnett & Standish 2003
Related categories

605 found
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1 — 50 / 605
  1. Restoring Integrity to the Academy: Some Sweeping Suggestions for Wholesale Change.Joseph S. Fulda - manuscript
    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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  2. Speech and Inquiry in Public Institutions of Higher Education: Navigating Ethical and Epistemological Challenges.Benjamin Bindewald & Joshua Hawkins - forthcoming - Educational Philosophy and Theory:1-12.
    How should those who value reasonable pluralism navigate ethical and epistemological challenges related to speech and inquiry in higher education? We propose the ethical pursuit of public knowledge...
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  3. Academic Freedom of Students.Liz Jackson - forthcoming - Educational Philosophy and Theory:1-8.
    Academic freedom is often regarded as an absolute value of higher education institutions. Traditionally, its value is related to such topics as tenure, and the need for academic work to be free fro...
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  4. Instrumentalization in Universities and the Creative Potential of Race.Bruce Janz - forthcoming - In Pedro Tabensky Sally Mathews (ed.), Being At ‘Home’: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press.
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  5. A Matter of Trust: : Higher Education Institutions as Information Fiduciaries in an Age of Educational Data Mining and Learning Analytics.Kyle M. L. Jones, Alan Rubel & Ellen LeClere - forthcoming - JASIST: Journal of the Association for Information Science and Technology.
    Higher education institutions are mining and analyzing student data to effect educational, political, and managerial outcomes. Done under the banner of “learning analytics,” this work can—and often does—surface sensitive data and information about, inter alia, a student’s demographics, academic performance, offline and online movements, physical fitness, mental wellbeing, and social network. With these data, institutions and third parties are able to describe student life, predict future behaviors, and intervene to address academic or other barriers to student success (however defined). Learning (...)
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  6. Making Marks While Reading, with Some Remarks on the Challenges Posed by the Digital World.Marcus A. Lessa, Domício Proença Júnior, Roberto Bartholo & Édison Renato Silva - forthcoming - Educational Philosophy and Theory:1-11.
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  7. Silencing and Freedom of Speech in UK Higher Education.Finlay Malcolm - forthcoming - British Educational Research Journal.
    Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about free speech arising from certain university policies. Second, the findings exclude important issues concerning restrictions to speech on (...)
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  8. Is Academic Freedom Feasible in the Post-Soviet Space of Higher Education?Anatoly V. Oleksiyenko - forthcoming - Educational Philosophy and Theory:1-11.
    The legacy of totalitarianism thwarts discourse and practice of academic freedom in post-Soviet universities. For legacy-holders, “academic freedom” causes disorientation, irresponsibility, demoral...
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  9. Ethical Narratives and Oppositional Consciousness.John Proios - forthcoming - Apa Newsletter on Feminism and Philosophy.
    The purpose of this paper is to consider the ethical, political, and epistemological dimensions of upward mobility, through higher education, from a personal perspective. I explore some of the contradictions exposed in my experience pursuing aphilosophy Ph.D., in light of scholarship highlighting challenges for low socio-economic status (SES) undergraduate students. I evaluate the proposal from the philosopher Jennifer M. Morton (2019) that low-SES students need ‘clear-eyed ethical narratives’ to navigate higher education. I argue that, in order to develop these narratives, (...)
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  10. Debating Academic Freedom. Educational-Philosophical Premises and Problems.Christiane Thompson - forthcoming - Educational Philosophy and Theory:1-11.
    In the past years, there has been an intensive discussion on the topic of academic freedom in the university. More precisely, it has been criticized that the university is confronted with a growing...
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  11. Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum Within the Academy.Jason Arday, Dina Zoe Belluigi & Dave Thomas - 2021 - Educational Philosophy and Theory 53 (3):298-313.
    Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate,...
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  12. Da autoformação no processo educacional entre a conformação e a autotransformação: Do jogo sociocultural e a inter-relação envolvendo modus vivendi e modus essendi.Luiz Carlos Mariano Da Rosa - 2021 - São Paulo, SP, Brasil: PZP - Politikón Zôon Publicações.
    Recuperando a noção de Paidéia, legado grego, a pesquisa em questão, detendo-se nos indícios do ideal da autoformação, para cujas fronteiras converge o contexto sociocultural da atualidade, discorre sobre o processo pedagógico que, imbricado em uma rede de relações que envolve as formas simbólicas mediante as quais o homem constrói o mundo, estruturalizando a realidade, se movimenta, no decorrer da história, oscilando entre a tendência que ora prioriza a formação individual, ora absolutiza o aspecto social, objetos de investigação no Capítulo (...)
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  13. The University Went to ‘Decolonise’ and All They Brought Back Was Lousy Diversity Double-Speak! Critical Race Counter-Stories From Faculty of Colour in ‘Decolonial’ Times.Nadena Doharty, Manuel Madriaga & Remi Joseph-Salisbury - 2021 - Educational Philosophy and Theory 53 (3):233-244.
    UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications...
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  14. Wen sollte man nicht an die Universität einladen?Romy Jaster & Geert Keil - 2021 - In Elif Özmen (ed.), Wissenschaftsfreiheit im Konflikt. Berlin, Deutschland: Springer / Metzler. pp. 141-159.
    Welche Beschränkungen sollten sich Wissenschaftlerinnen und Wissenschaftler bei der Entscheidung auferlegen, wen sie als Vortragende zu universitären Veranstaltungen einladen? Und von welchen Überlegungen sollten sie sich dabei leiten lassen? Gibt es Personen, die für einen Auftritt an der Universität schlechthin ungeeignet sind? Wenn ja, aufgrund welcher Eigenschaften oder aus welchen anderen Gründen? Wir argumentieren zunächst, dass jüngere Kontroversen über die Einladung politisch exponierter Sprecher zu akademischen Veranstaltungen den Blick auf diese universitätspolitischen Fragen eher verstellt haben, insoweit sie als Streit um (...)
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  15. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how we (...)
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  16. Education in Theory and Practice: Derrida’s Enseignement Supérieur.Michael Naas - 2021 - Studies in Philosophy and Education 40 (2):121-133.
    This essay analyzes Derrida’s questioning of the relationship between “Theory and Practice” in his recently published seminar of 1976–1977 of this same title. It traces Derrida’s reading of this relationship in Marx and Marxism, beginning with various interpretations of the famous line from Marx’s “Theses on Feuerbach,” “Philosophers have only interpreted the world, in various ways; what is important is to transform it.” The essay tries to argue that Derrida’s reading of theory and practice in Marx should be used in (...)
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  17. Defending Plurality. Four Reasons Why We Need to Rethink Academic Freedom in Europe.Karsten Schubert - 2021 - Verfassungsblog 2021/4/19.
    Academic freedom is under attack, both in authoritarian democracies, such as Hungary and Turkey, and in liberal Western democracies, such as the United States, the UK, France and Germany. For example, Gender Studies are being targeted by right-wing governments in Eastern Europe, and in France President Emmanuel Macron has attacked post-colonial and critical theories as “Islamo-gauchisme“, portraying them as a danger to the Republic. However, dominant discourses about academic freedom and free speech in the global north, lately especially in France (...)
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  18. MacIntyre and the Challenges of Higher Education in the 21st Century.Miguel Angel Belmonte - 2020 - Multidisciplinary Journal of School Education 9:13-33.
    Reflection on the nature of the university and its role in contemporary society occupies an important place in the work of the philosopher Alasdair MacIntyre. His academic career and his view of the incommensurable nature of moral discourses combine to suggest an original and provocative proposal for a new model of higher education. This model is characterized by a unity based on a philosophical and theological formality capable of dispelling the dangers of fragmentation and utilitarian specialization. In MacIntyre’s proposal, the (...)
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  19. The University in the Global Age: Reconceptualising the Humanities and Social Sciences for the Twenty-First Century.Scott Doidge, John Doyle & Trevor Hogan - 2020 - Educational Philosophy and Theory 52 (11):1126-1138.
    By any metric, the twentieth century university was a successful institution. However, in the twenty-first century, ongoing neoliberal educational reform has been accompanied by a growing epistemol...
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  20. Post-Critical Perspectives on Higher Education.Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.) - 2020 - Springer.
    This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a ‘post-critical’ view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a (...)
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  21. University Lecturing as a Technique of Collective Imagination.Lavinia Marin - 2020 - In Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.), Post-critical Perspectives on Higher Education. pp. 73-82.
    Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...)
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  22. ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  23. An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship (Repr.).Thaddeus Metz - 2020 - In Ephraim Gwaravanda & Amasa Ndofirepi (eds.), African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives. Brill/Sense. pp. 122-145.
    Reprint of a chapter that first appeared in Contemporary Philosophical Proposals for the University: Toward a Philosophy of Higher Education (Palgrave 2018).
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  24. The Final Ends of Higher Education in the Light of an African Moral Theory (Repr.).Thaddeus Metz - 2020 - Inqaba Magazine 2:41-46.
    Partial reprint of an article first appearing in the Journal of Philosophy of Education (2009).
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  25. The Temptation of Data-Enabled Surveillance: Are Universities the Next Cautionary Tale?Alan Rubel & Kyle M. L. Jones - 2020 - Communications of the Acm 4 (63):22-24.
    There is increasing concern about “surveillance capitalism,” whereby for-profit companies generate value from data, while individuals are unable to resist (Zuboff 2019). Non-profits using data-enabled surveillance receive less attention. Higher education institutions (HEIs) have embraced data analytics, but the wide latitude that private, profit-oriented enterprises have to collect data is inappropriate. HEIs have a fiduciary relationship to students, not a narrowly transactional one (see Jones et al, forthcoming). They are responsible for facets of student life beyond education. In addition to (...)
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  26. Reflective or Diffractive Learning/Teaching? Concurrences of Paul Ramsden And Karen Barad’s Approaches.Karolina Rybačiauskaitė - 2020 - Acta Paedagogica Vilnensia 45:175-183.
    In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of (...)
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  27. “Cheap” and “Expensive” Credit Points: A Case Study of Their Causes and Utility at a High Course-Load University.Alex Davies - 2019 - Tertiary Education and Management 25 (2):181-193.
    This paper is about the shaping of student workload preferences by educational institution design, and how this creates distrust by staff in those preferences when staff are asked to use those preferences in re-designing the courses they teach. It is a case study of the construction of student workload preferences by the context of a particular higher education institution. In more detail: Failures to standardize the work required to receive equal credit points from different courses make credit points unfit for (...)
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  28. The Concept of a University: Theory, Practice, and Society.Trystan S. Goetze - 2019 - Danish Yearbook of Philosophy 52 (1):61-81.
    Current disputes over the nature and purpose of the university are rooted in a philosophical divide between theory and practice. Academics often defend the concept of a university devoted to purely theoretical activities. Politicians and wider society tend to argue that the university should take on more practical concerns. I critique two typical defenses of the theoretical concept—one historical and one based on the value of pure research—and show that neither the theoretical nor the practical concept of a university accommodates (...)
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  29. Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...)
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  30. Epistemic Corruption and Education.Ian James Kidd - 2019 - Episteme 16 (2):220-235.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  31. Peirce and Education - an Overview.Catherine Legg & Torill Strand - 2019 - Encyclopedia of Educational Philosophy and Theory.
    The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.
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  32. Science and Enlightenment: Two Great Problems of Learning.Nicholas Maxwell - 2019 - Cham, Switzerland: Springer Verlag.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...)
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  33. Neither Parochial nor Cosmopolitan: Cultural Instruction in the Light of an African Communal Ethic.Thaddeus Metz - 2019 - Education as Change 23:1-16.
    What should be the aim when teaching matters of culture to students in public high schools and universities, at least given an African? One, parochial approach would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, in (...)
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  34. Pursuing Knowledge for Its Own Sake Amidst a World of Poverty: Reconsidering Balogun on Philosophy’s Relevance.Thaddeus Metz - 2019 - Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 8 (2):1-18.
    In this article I critically discuss Professor Oladele Abiodun Balogun’s reflections on the proper final ends of doing philosophy and related sorts of abstract, speculative, or theoretical inquiry. Professor Balogun appears to argue that one should undertake philosophical studies only insofar as they are likely to make a practical difference to people’s lives, particularly by contributing to politico-economic development, or, in other words, that one should eschew seeking knowledge for its own sake. However, there is one line of thought from (...)
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  35. What Makes Writing Academic.Julia Molinari - 2019 - Dissertation, University of Nottingham
    This thesis contextualises academic writing in EAP (English for Academic Purposes) and subjects it to an interdisciplinary (educational and philosophical) analysis in order to argue that what makes writing academic are its socio-academic practices and values, not its conventional forms. In rejecting dominant discourses that frame academic writing as a transferable skill which can be reduced to conventional forms, I show that academic writings are varied and evolve alongside changing writer agencies and textual environments. This accounts for the emergence of (...)
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  36. Moving Up Without Losing Your Way: The Ethical Costs of Upward Mobility.Jennifer M. Morton - 2019 - Princeton: Princeton University Press.
    Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, Moving Up without Losing Your Way looks at the (...)
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  37. МЕХАНИЗМЫ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В ВЫСШЕЙ ШКОЛЕ: СОТРУДНИЧЕСТВО VS. КОНКУРЕНЦИЯ.Sophia Polyankina - 2019 - Профессиональное Образование В Современном Мире 9 (1):2397–2405.
    Статья нацелена на установление причин недовольства реформами высшего образования. Автор усматривает их истоки в несовпадении концептуальных метафор образования, которыми руководствуются работники высшей школы и мега- и макрорегуляторы системы образования. Экономцентричная логика последних заставляет ориентировать индивидов и целые организации высшего образования на конкурентные отношения. Однако это противоречит русской ментальности, и конкуренция зачастую осуществляется за счет сотрудничества. Противостояние патерналистскому стилю управления является мощным интегрирующим фактором. Автор выделяет и описывает несколько уровней, на которых прослеживаются отношения конкуренции и сотрудничества, а также характеризует социально-одобряемые и (...)
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  38. Making a University. Introductory Notes on an Ecology of Study Practices.Hans Schildermans - 2019 - Dissertation, KU Leuven
    The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...)
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  39. Education in the Age of the Screen. Possibilities and Transformations in Technology.Nancy Vansieleghem, Joris Vlieghe & Manuel Zahn (eds.) - 2019 - London: Routledge.
    This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning. -/- Considering the use, opportunites and limitations of technologies including interactive whiteboards, tablets, smart phones, search engines and social media platforms, chapters draw on primary and secondary research to illustrate the wide-reaching and often salient changes which new digital technologies are introducing (...)
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  40. The Truth, but Not Yet: Avoiding Naïve Skepticism Via Explicit Communication of Metadisciplinary Aims.Jake Wright - 2019 - Teaching in Higher Education 24 (3):361-377.
    Introductory students regularly endorse naïve skepticism—unsupported or uncritical doubt about the existence and universality of truth—for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student—for example, a desire to avoid engaging with controversial material or a desire to avoid offense—naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, (...)
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  41. Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
  42. Wisdom Can Be Taught: A Proof-of-Concept Study for Fostering Wisdom in the Classroom.Brian Bruya & Monika Ardelt - 2018 - Learning and Instruction 58:106-114.
    We undertook a short-term longitudinal study to test whether a set of methods common to current theories of wisdom transmission can foster wisdom in students in a measurable way. The three-dimensional wisdom scale (3D-WS) was administered to 131 students in five wisdom-promoting introductory philosophy courses and 176 students in seven introductory philosophy and psychology control courses at the beginning and end of the semester. The experimental group was divided in two (“Wisdom 1” and “Wisdom 2”), and each was taught a (...)
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  43. Fostering Wisdom in the Classroom, Part 1: A General Theory of Wisdom Pedagogy.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further articles, one (...)
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  44. The Teaching Excellence Framework, Epistemic Insensibility and the Question of Purpose.Joshua Forstenzer - 2018 - Journal of Philosophy of Education 52 (3):548-574.
    This article argues that the Teaching Excellence Framework manifests the vice of epistemic insensibility. To this end, it explains that the TEF is a metrics‐driven evaluation mechanism which permits English higher education institutions to charge higher fees if the ‘quality’ of their teaching is deemed ‘excellent’. Through the TEF, the Government aims to improve the quality of teaching by using core metrics that reflect student satisfaction, retention and short‐term graduate employment. In response, some have criticised the TEF for failing to (...)
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  45. Universities, Knowledge and Pedagogical Configurations: Glimpsing the Complex University.Carolina Guzmán-Valenzuela - 2018 - Educational Philosophy and Theory 50 (1):5-17.
    This paper elaborates a typology of universities in which each university is characteristically associated with diverse missions, different ways of producing knowledge and contrasting pedagogical configurations. Four university forms are identified, analysed and illustrated, namely the expert university, the non-elite university, the entrepreneurial university and the revolutionary university. It is suggested that the typology and the analysis of university forms offered here provide insight into the current positioning of universities in relation to the wider world and have potential in prompting (...)
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  46. Anerkennung und inklusive Bildung.Heikki Ikäheimo & Franziska Felder - 2018 - In Michael Quante, Silvia Wiedebusch & Heidrun Wulfekühler (eds.), Ethische Dimensionen Inklusiver Bildung. pp. 46 - 61.
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  47. Radicalising Philosophy of Education—The Case of Jean-Francois Lyotard.Jones Irwin - 2018 - Educational Philosophy and Theory 50 (6-7):692-701.
    The origins of philosophy of education as a discipline are relatively late, and can be traced in the Anglo-American academic world from the 1960s and a specific emphasis on conceptual problems deriving from the analytical tradition of philosophy. In more recent years, however, there has been a notable ‘Continentalist’ turn in the discipline, leading to a re-evaluation of key texts and philosophers from the French and German traditions and their relation to the discourse of education. One paradigmatic example here is (...)
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  48. Towards a University of Halbbildung: How the Neoliberal Mode of Higher Education Governance in Europe is Half-Educating Students for a Misleading Future.Lucas Lundbye Cone - 2018 - Educational Philosophy and Theory 50 (11):1020-1030.
    . Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. Educational Philosophy and Theory: Vol. 50, Special Issue of Submissions from European Liberal Education Student Conference, pp. 1020-1030.
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  49. Book Review: The Textbook and the Lecture: Education in the Age of New Media by Norm Friesen. [REVIEW]Lavinia Marin - 2018 - LSE Bookreview Blog 1.
    Does it seem that education is somehow always lagging behind the latest technologies? In The Textbook and the Lecture: Education in the Age of New Media, Norm Friesen presents a longue durée study of the historical relationship between education and technologies of reading and writing in order to reframe accusations of ‘inertia’ in education. This is a useful introduction to a media history of education, finds Lavinia Marin, that offers insight for researchers and educational practitioners into the longstanding philosophical assumptions (...)
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  50. From the Textual to the Digital University. A Philosophical Investigation of the Mediatic Conditions for University Thinking.Lavinia Marin - 2018 - Dissertation, KU Leuven
    Starting from the current trend to digitise the university, this thesis aims to clarify the specific relation between university thinking and its use of media. This thesis is an investigation concerning the sensorial and medial conditions which enable the event of thinking to emerge at the university, i.e. conditions which do not make thinking necessary, but possible. Thinking is approached as an event which can happen while studying at the university, not as an outcome, nor a disposition or skill. The (...)
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