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
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572 found
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1 — 50 / 572
  1. added 2020-04-13
    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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  2. added 2020-04-13
    ‘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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  3. added 2020-02-24
    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 in Africa? 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 between these two, (...)
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  4. added 2020-02-03
    Mission of the University. Jose Ortega y Gasset. Translated, 1944, with an Introduction by Howard Lee Nostrand. Princeton: Princeton University Press. 1944. Iii + 103 Pp. $2.00. [REVIEW]H. T. C. - 1945 - Journal of Philosophy 42 (12):332-333.
  5. added 2019-10-20
    Review of Wm. Theodore de Bary, The Great Civilized Conversation. [REVIEW]Matthew D. Walker - 2015 - Journal of Asian Studies 74:455-456.
  6. added 2019-09-17
    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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  7. added 2019-08-26
    Inequality of Opportunity: Some Lessons From the Case of Highly Selective Universities. O.' & David Brien - 2017 - Theory and Research in Education 1 (15):53-70.
    Many egalitarians believe that there is a pro tanto reason to remedy inequalities of opportunity in access to higher education. This consensus, I argue, masks practical disagreement among egalitarians: in many real-world choice contexts, egalitarians will disagree about which policies are to be endorsed, both from the point of view of equality and all things considered. I focus my discussion on a real-world case (the ‘big squeeze’ – so-called because the children of welloff families ‘squeeze out’ the children of less (...)
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  8. added 2019-08-22
    Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the contemporary (...)
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  9. added 2019-08-17
    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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  10. added 2019-07-26
    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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  11. added 2019-07-09
    Below the Belt: The Founding of a Higher Education Institution.Carol Hill & Sean F. Johnston (eds.) - 2005 - Dumfries, UK: University of Glasgow Crichton Publications.
    On the formation of the School of Interdisciplinary Studies at the University of Glasgow.
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  12. added 2019-07-08
    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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  13. added 2019-07-07
    An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship (Repr.).Thaddeus Metz - forthcoming - In Amasa Ndofirepi & Ephraim Gwaravanda (eds.), African Higher Education in the 21st Century: Some Philosophical Dimensions. Brill/Sense.
    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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  14. added 2019-07-07
    Africanising Institutional Culture: What Is Possible and Plausible.Thaddeus Metz - 2015 - In Pedro Tabensky & Sally Matthews (eds.), Being at Home: : Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press. pp. 242-272.
    Since the transition to a constitutional order, in what respects have cultures in higher education institutions in South Africa become Africanised, and, going forward, how should they be? In this chapter I provide an overview of the major different forms that Africanisation of institutional culture could take, and I then indicate the respects in which South African universities have or have not taken them on board over the past 20 years. In addition, I provide the first comprehensive critical discussion of (...)
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  15. added 2019-06-06
    Holden's Public University and its Rawlsian Silence on Religion.Jim Mackenzie - 2012 - Educational Philosophy and Theory 44 (7):686-706.
    Robert H. Holden, in ‘The Public University's Unbearable Defiance of Being’ argues that the public university ought to welcome the infusion of relevant beliefs, including religious ones, in carrying out its research and teaching responsibilities. In this paper, I examine whether he has shown that some opinions are suppressed, whether he has shown that other views are hegemonic, the central argument that lies behind his thinking, and then consider the educational consequences of his position.
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  16. added 2019-06-06
    Critical Thinking and Social Interaction in the Online Environment.Idolina Hernandez - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):55-61.
    Critical thinking is often assumed to be an integral part of learning in higher education. This learning increasingly takes place in the online environment, where students and faculty are challenged to engage in a collaborative project of critical thinking. This paper seeks to explore the process of critical thinking that is currently taking place online and proposes that social interaction and the social construction of knowledge are integral parts of this process. Discussion boards from economics, history, and sociology are discussed (...)
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  17. added 2019-06-06
    Learner, Student, Speaker: Why It Matters How We Call Those We Teach.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (5-6):540-552.
    In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in (...)
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  18. added 2019-06-06
    Global English, Hegemony and Education: Lessons From Gramsci.Peter Ives - 2009 - Educational Philosophy and Theory 41 (6):661-683.
    Antonio Gramsci and his concept of hegemony are often invoked in current debates concerning cultural imperialism, globalisation and global English. However, these debates are rarely cognizant of Gramsci's own university training in linguistics, the centrality of language to his writings on education and hegemony, or his specific engagement with language politics in his own day. By paying much greater attention to Gramsci's writings on language and education, this article attempts to lay the groundwork for an adequate approach to the current (...)
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  19. added 2019-06-06
    Religious Liberty in the University: Reflections on Newman’s Loss and Gain.Bernadette Waterman Ward - 2008 - Newman Studies Journal 5 (2):43-55.
    This essay—originally a presentation at a symposium on “The Idea of a University in the Third Millennium: Revisiting Newman’s Vision of the Academy” at McNeese State University, Lake Charles, Louisiana, February 15–16, 2008—reflects on intellectual freedom and religious commitment at modern American universities in light of Newman’s novel Loss and Gain.
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  20. added 2019-06-06
    European Citizens Under Construction: The Bologna Process Analysed From a Governmentality Perspective.Andreas Fejes - 2008 - Educational Philosophy and Theory 40 (4):515-530.
    This article focuses on problematizing the harmonisation of higher education in Europe today. The overall aim is to analyse the construction of the European citizen and the rationality of governing related to such a construction. The specific focus will be on the rules and standards of reason in higher education reforms which inscribe continuums of values that exclude as they include. Who is and who is not constructed as a European citizen? Documents on the Bologna process produced in Europe and (...)
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  21. added 2019-06-06
    Introduction to the Special Issue on Critical Thinking and Adult Literacy.T. Ross Owen - 2003 - Inquiry: Critical Thinking Across the Disciplines 23 (1-2):4-4.
  22. added 2019-06-06
    The Intersection of Heidegger's Philosophy and His Politics As Reflected in the Views of His...Richard Detsch - 2000 - Journal of the History of Philosophy 38 (3):407.
  23. added 2019-06-06
    The Growth of American Higher Education: Liberal, Professional and Technical. [REVIEW]W. J. McGucken - 1937 - Thought: Fordham University Quarterly 12 (3):499-499.
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  24. added 2019-06-06
    Philosophy in a University.Ignatius Smith - 1936 - Proceedings and Addresses of the American Philosophical Association 12:11.
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  25. added 2019-06-06
    On a University Education.Francis Anderson - 1930 - Australasian Journal of Psychology and Philosophy 8 (4):241-246.
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  26. added 2019-06-06
    The Place of Philosophy in the Higher Education of Australia.George H. Knibbs - 1926 - Australasian Journal of Philosophy 4 (4):286-290.
  27. added 2019-06-05
    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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  28. added 2019-06-05
    Democracy and the Industrial Imagination in American Education.Steven Fesmire - 2016 - Education and Culture 32 (1):53.
    Media fact-checkers promptly corrected Marco Rubio when he called for more vocational education during the November 2015 GOP presidential debate: “Welders make more money than philosophers,” he said. “We need more welders than philosophers.” It was widely pointed out in response to Senator Rubio’s remark that, on average, those who major in philosophy at a college or university tend to have higher salaries than professional welders. But this point, despite its utility for promoting philosophy as an academic major, is a (...)
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  29. added 2019-06-05
    Book Review: Higher Education and the Growth of Knowledge: A Historical Outline of Aims and TensionsSegreMichaelHigher Education and the Growth of Knowledge: A Historical Outline of Aims and Tensions, New York, NY: Routledge Studies in Cultural History, 2015. 228 Pp. $145.00 . ISBN-978-0-415-73566-7. [REVIEW]Sheldon Richmond - 2016 - Philosophy of the Social Sciences 46 (4):433-437.
  30. added 2019-05-16
    The Concept of a University: Theory, Practice, and Society.Trystan S. Goetze - 2019 - Danish Yearbook of Philosophy 52:61-81.
    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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  31. added 2019-04-17
    Interdisciplinary Higher Education.W. Martin Davies & Marcia Devlin - 2010 - In W. Martin Davies, Marcia Devlin & Malcolm Tight (eds.), Interdisciplinary Higher Education: Perspectives and Practicalities. Bingley, UK: pp. 3-28.
    In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...)
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  32. added 2019-03-12
    At Arm's Length.Lavinia Marin - 2018 - In Laboratory for Education and Society (ed.), Sketching a Place for Education in Times of Learning. Leuven: Springer. pp. 49-52.
    In 1915, a student named Walter Benjamin published his first article, entitled “The life of students”. In this reflection on the condition of student life, Benjamin touched upon one of the most puzzling features of the university: its disconnection from the real world. Benjamin draws our attention to the “huge gulf between ideas and life”, which the university was supposed to bridge through its connection with the state. Benjamin claims, however, that there is no such bridge. On the one hand, (...)
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  33. added 2019-03-12
    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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  34. added 2019-03-11
    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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  35. added 2019-03-09
    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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  36. added 2019-03-01
    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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  37. added 2019-02-27
    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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  38. added 2019-02-23
    Heidegger's Approach to the Education Of.Zafer Gunduz, G. Zafer, Zafer G. & Zafer Gündüz - 2017 - Asian Philosophical Association 1:415-437.
    The purpose of this article is to explore Heidegger’s approach to how educa- tion and reflection endeavor, which have been experienced through a vast variety of both regional and universal approaches, should be experienced. Hence, I’ll start with explaining Heidegger’s problematics. “Why he takes all philosophical problems into one question?”, “What is the meaning of be- ing?”, and then I will explain what we should understand by education and reflection process. Heidegger links it to an exploration process, investigation of the (...)
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  39. added 2019-02-12
    Data Analytics in Higher Education: Key Concerns and Open Questions.Alan Rubel & Kyle M. L. Jones - 2017 - University of St. Thomas Journal of Law and Public Policy 1 (11):25-44.
    “Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is (...)
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  40. added 2019-02-03
    “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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  41. added 2019-01-28
    Teaching Philosophy Graduate Students About Effective Teaching.Melissa Jacquart & Jessey Wright - 2017 - Teaching Philosophy 40 (2):123-160.
    The problem of inadequate professional training for graduate students in teaching and pedagogy has recently come into sharp relief. Pro- viding teacher training for philosophy graduate students through for-credit courses has been recommended as a solution to this problem. This paper provides an overview of the problem, identifies several aims such a course should have, and provides a detailed overview of a course satisfying those aims. By providing a detailed outline of the course, this paper can act as a resource (...)
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  42. added 2019-01-23
    Universitatea şi problema proprietăţii intelectuale.Lavinia Marin - 2014 - In Constantin Stoenescu (ed.), Etica cercetării şi proprietatea intelectuală. Editura Universitatii din Bucuresti. pp. 125-152.
    În studiul Laviniei Marin, Universitatea şi problema proprietăţii intelectuale, este discutată problema actuală a tipului de universitate pe care îl presupune noua economie a cunoaşterii. Pornind de la interesul pentru cuantificarea performanţelor universităţilor şi stabilirea de ierarhii, autoarea ajunge la unele teme epistemologice privind reportul dintre cunoaşterea teoretică şi cunoaşterea practică şi cel dintre cunoaşterea explicită şi cunoaşterea tacită într-o societate în care însăşi cunoaşterea devine un capital, iar inovarea este modul în care se realizează performanţă.
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  43. added 2019-01-11
    Private School, College Admissions and the Value of Education.Shields Liam - 2016 - Journal of Applied Philosophy 35 (2):448-461.
    In this article, I defend a proposal to cap the proportion of students admitted to elite colleges who were educated at elite, often private, schools to not more than the proportion of students who attend such schools in society as a whole. In order to defend this proposal, I draw on recent debates that pit principles of equality against principles of adequacy, and I defend the need for a pluralist account of educational fairness that includes both elements. I argue that (...)
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  44. added 2018-11-01
    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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  45. added 2018-10-05
    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 - 1993 - 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 (...)
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  46. added 2018-09-07
    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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  47. added 2018-09-07
    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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  48. added 2018-09-07
    Ethnocentrism and Multiculturalism in Contemporary Philosophy.Brian Bruya - 2017 - Philosophy East and West 67 (4):991-1018.
    There has recently been much talk of the dangers of implicit bias and speculation about how to diminish it.1 I took a couple of the implicit bias tests on the Harvard website2—tests on bias toward women and toward African Americans—and found to my dismay that I am not as unbiased as I would hope to be. My own implicit bias can have significant ramifications toward my colleagues and co-workers and especially toward my students—I don't want my personal biases to negatively (...)
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  49. added 2018-09-07
    Appearance and Reality in The Philosophical Gourmet Report: Why the Discrepancy Matters to the Profession of Philosophy.Brian Bruya - 2015 - Metaphilosophy 46 (4-5):657-690.
    This article is a data-driven critique of The Philosophical Gourmet Report, the most institutionally influential publication in the field of Anglophone philosophy. The PGR is influential because it is perceived to be of high value. The article demonstrates that the actual value of the PGR, in its current form, is not nearly as high as it is assumed to be and that the PGR is, in fact, detrimental to the profession. The article lists and explains five objections to the methods (...)
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  50. added 2018-07-31
    Contemplative Science: An Insider's Prospectus.W. B. Britton, A. C. Brown, C. T. Kaplan, R. E. Goldman, M. Deluca, R. Rojiani, H. Reis, M. Xi, J. C. Chou, F. McKenna, P. Hitchcock, Tomas Rocha, J. Himmelfarb, D. M. Margolis, N. F. Halsey, A. M. Eckert & T. Frank - 2013 - New Directions for Teaching and Learning 134:13-29.
    This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.
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