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 unknown Derrida 1983 Derrida 2004 Barnett 2011 Nussbaum 2010
Introductions Barnett & Standish 2003
Related categories

559 found
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  1. Proposal for a New College.Peter Abbs & Graham Carey - 1977
  2. Ideology and Alienation: Conservative Images of The Liberal Academic Establishment.Gilbert Abcarian - 1969 - Educational Theory 19 (2):111-128.
  3. Imagining Democratic Futures for Public Universities: Educational Leadership Against Fatalism's Temptations.Kathleen Knight Abowitz - 2016 - Educational Theory 66 (1-2):181-197.
    At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present political–economic context (...)
  4. Perspectives on Politics and Education Academic Freedom After September 11.Stephen H. Aby - 2007 - Educational Studies 42 (2):185-189.
  5. Is Higher Education Fair to Women?Sandra Acker & David Warren Piper - 1985 - British Journal of Educational Studies 33 (3):302-303.
  6. Place-People-Practice-Process: Using Sociomateriality in University Physical Spaces Research.Acton Renae - 2017 - Educational Philosophy and Theory 49 (14):1441-1451.
    Pedagogy is an inherently spatial practice. Implicit in much of the rhetoric of physical space designed for teaching and learning is an ontological position that assumes material space as distinct from human practice, often conceptualising space as causally impacting upon people’s behaviours. An alternative, and growing, perspective instead theorises infrastructure as a sociomaterial assemblage, an entanglement, with scholarly learning, teaching, institutional agendas, architectural intent, technology, staff, students, pedagogic outcomes, and built form all participants in an active symbiosis of becoming. This (...)
  7. The Issues and Challenges of Research Ethics Education in the University, Particularly in the Area of the Social Sciences.Douglas Adams - 2012 - Teaching Ethics 12 (2):141-144.
  8. This is Not an Article: A Reflection on Creative Research Dialogues.Lyndall Adams, Christopher Kueh, Renee Newman-Storen & John Ryan - 2015 - Educational Philosophy and Theory 47 (12):1330-1347.
  9. The New Scholastic Philosophy and the Secular University.Mortimer J. Adler - 1934 - Proceedings of the American Catholic Philosophical Association 10:161-164.
  10. The New Scholastic Philosophy and the Secular University.Mortimer J. Adler - 1934 - Proceedings and Addresses of the American Philosophical Association 10:161.
  11. Graduate Citizens? Issues of Citizenship and Higher Education.J. Ahier, J. Beck & R. Moore - 2006 - British Journal of Educational Studies 54 (1):121-123.
  12. Doing Diversity Work in Higher Education in Australia.Sara Ahmed - 2006 - Educational Philosophy and Theory 38 (6):745-768.
    This paper explores how diversity is used as a key term to describe the social and educational mission of universities in Australia. The paper suggests that we need to explore what diversity ‘does’ in specific contexts. Drawing on interviews with diversity and equal opportunities practitioners, the paper suggests that ‘diversity’ is used in the face of what has been called ‘equity fatigue’. Diversity is associated with what is new, and allows practitioners to align themselves and their units with the existing (...)
  13. Reason, the Higher Learning, and the Good Society.Henry Aiken - 1970 - Metaphilosophy 1 (2):95–127.
  14. Pastoral Power and the Contemporary University: A Foucauldian Analysis.Richard Hartnett Aimee Howley - 1992 - Educational Theory 42 (3):271-283.
  15. Higher Education in the Twenty-First Century: Issues and Challenges.Abdulla Al-Hawaj, Wajeeh Elali & E. H. Twizell (eds.) - 2008 - Taylor & Francis Group.
  16. The City University: A History.Richard Aldrich & S. John Teague - 1982 - British Journal of Educational Studies 30 (2):241.
  17. What Are Universities For?By Stefan Collini.James Alexander - 2012 - British Journal of Educational Studies 60 (4):450-451.
  18. What's the Use of Philosophy? Democratic Citizenship and the Direction of Higher Education.Matthew C. Altman - 2004 - Educational Theory 54 (2):143-155.
  19. What's the Use of Philosophy&Quest; Democratic Citizenship and the Direction of Higher Education.Matthew C. Altman - 2004 - Educational Theory 54 (2):143-155.
  20. Prescribing the Life of the Mind: An Essay on the Purpose of the University, the Aims of Liberal Education, the Competence of Citizens, and the Cultivation of Practical Reason.Charles W. Anderson - 1996 - University of Wisconsin Press.
    A distinguished political philosopher with years of experience teaching in undergraduate liberal arts programs, Anderson shows how the ideal of practical reason can reconcile academia’s research aims with public expectations for universities: the preparation of citizens, the training of professionals, the communication of a cultural inheritance. It is not good enough, he contends, to simply say that the university should stick to the great books of the classic tradition, or to denounce this tradition and declare that all important questions are (...)
  21. On a University Education.Francis Anderson - 1930 - Australasian Journal of Psychology and Philosophy 8 (4):241-246.
  22. Fertile Ground: The Future of Higher Education in the Arab World.Lisa Anderson - 2012 - Social Research: An International Quarterly 79 (3):771-784.
  23. Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
  24. What Kind of Education?Gavin Ardley - 1960 - Philosophy 35 (133):153 - 157.
    The old controversy between the classical education in the humanities and the modern kind of education in the sciences is frequently before us in these times. Russia is rapidly gaining ascendancy in scientific achievement; England and the United States of America are urged to meet the challenge by increasing the pressure of a scientific training for all capable of it. Is such a policy really desirable? From one point of view it might seem merely a matter of changing the subjects (...)
  25. A New Look at the Economics of Higher Education.Richard Attiyeh - 1973 - Minerva 11 (3):335-347.
  26. Innovation and Entrepreneurialism in the University =.Jorge Luis Nicolas Audy & Marília Morosini (eds.) - 2006 - Edipucrs.
  27. The Nature of University Education Reconsidered (a Response to Ronald Barnett's the Idea of Higher Education).Aharon Aviram - 1992 - Journal of Philosophy of Education 26 (2):183–200.
  28. The Nature of University Education Reconsidered.Aharon Aviram - 1992 - Philosophy of Education 26 (2):183-200.
  29. New Ethics — Desideratum of Reason and Task of Higher Education. B. - 1983 - Dialectics and Humanism 10 (4):145-155.
  30. New Ethics — Desideratum of Reason and Task of Higher Education. B. - 1983 - Dialectics and Humanism 10 (4):145-155.
  31. The University in Transition.Raymond F. Bacchetti - 1967 - Studies in Philosophy and Education 5 (1):36-46.
  32. The Contingent University: An Ethical Critique.Richard G. Bagnall - 2002 - Educational Philosophy and Theory 34 (1):77–90.
  33. Women and Higher Education Candida Martinez.Pilar Ballarin - 2005 - New Women of Spain 4:429.
  34. Constructing the University: Towards a Social Philosophy of Higher Education.Ronald Barnett - 2017 - Educational Philosophy and Theory 49 (1):78-88.
  35. The Very Idea of Academic Culture: What Academy? What Culture?Ronald Barnett - 2014 - Human Affairs 24 (1):7-19.
    In what senses can the academy be said to be a site of culture? Does that very idea bear much weight today? Perhaps the negative proposition has more substance, namely that the academy is no longer a place of culture. After all, we live in dark times-of unbridled power, tyranny, domination and manipulation. Some say that we have entered an age of the posthuman or even the inhuman. It just may be, however, that in such a world, the academic community (...)
  36. Imagining the University.Ronald Barnett - 2013 - Routledge.
    Whether studying, researching or deciding policy, this book is vital reading to all those involved in the planning and delivery of higher education"--.
  37. Response to Pavel Zgaga's Review of Being a University.Ronald Barnett - 2012 - Studies in Philosophy and Education 31 (4):427-429.
  38. Being a University.Ronald Barnett - 2011 - Routledge.
    Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university such as space and time; being ...
  39. The Postmodern University.Ronald Barnett - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge. pp. 43.
  40. Recapturing the Universal in the University.Ronald Barnett - 2005 - Educational Philosophy and Theory 37 (6):785–797.
    The idea of ‘the university’ has stood for universal themes—of knowing, of truthfulness, of learning, of human development, and of critical reason. Through its affirming and sustaining of such themes, the university came itself to stand for universality in at least two senses: the university was neither partial nor local in its significance . Now, this universalism has been shot down: on the one hand, universal themes have been impugned as passé in a postmodern age; in the ‘knowledge society’, knowledge (...)
  41. Academics as Intellectuals.Ronald Barnett - 2003 - Critical Review of International Social and Political Philosophy 6 (4):108-122.
  42. Thinking the University, Again.Ronald Barnett - 2000 - Educational Philosophy and Theory 32 (3):319–326.
  43. Realizing the University in an Age of Supercomplexity.Ronald Barnett - 2000 - Society for Research Into Higher Education & Open University Press.
    The university has lost its way. The world needs the university more than ever but for new reasons. If we are to clarify its new role in the world, we need to find a new vocabulary and a new sense of purpose. The university is faced with supercomplexity, in which our very frames of understanding, action and self-identity are all continually challenged. In such a world, the university has explicitly to take on a dual role: firstly, of compounding supercomplexity, so (...)
  44. Higher Education: A Critical Business.Ronald Barnett - 1997 - Open University Press.
  45. The Limits of Competence Knowledge, Higher Education, and Society.Ronald Barnett - 1994
  46. The Idea of Academic Administration.Ronald Barnett - 1993 - Journal of Philosophy of Education 27 (2):179–192.
  47. Does Higher Education Have Aims?Ronald Barnett - 1988 - Journal of Philosophy of Education 22 (2):239–250.
  48. Higher Education and the University.Ronald Barnett & Paul Standish - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 215--233.
  49. Truth and Goodness in Higher Education.James D. Bastable - 1980 - Philosophical Studies 27:221-228.
  50. Detecting Epistemic Vice in Higher Education Policy: Epistemic Insensibility in the Seven Solutions and the REF.Heather Battaly - 2013 - Journal of Philosophy of Education 47 (2):263-280.
    This article argues that the Seven Solutions in the US, and the Research Excellence Framework in the UK, manifest the vice of epistemic insensibility. Section I provides an overview of Aristotle's analysis of moral vice in people. Section II applies Aristotle's analysis to epistemic vice, developing an account of epistemic insensibility. In so doing, it contributes a new epistemic vice to the field of virtue epistemology. Section III argues that the (US) Seven Breakthrough Solutions and, to a lesser extent, the (...)
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