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  1. The New Scholastic Philosophy and the Secular University.Mortimer J. Adler - 1934 - Proceedings of the American Catholic Philosophical Association 10:161-164.
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  2. 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 (...)
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  3. Higher Education in the Twenty-First Century: Issues and Challenges.Abdulla Al-Hawaj, Wajeeh Elali & E. H. Twizell (eds.) - 2008 - Taylor & Francis Group.
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  4. The Very Idea of a University.Harold Alderman - 1973 - Tulane Studies in Philosophy 22:1-13.
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  5. What's the Use of Philosophy? Democratic Citizenship and the Direction of Higher Education.Matthew C. Altman - 2004 - Educational Theory 54 (2):143-155.
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  6. 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 (...)
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  7. On a University Education.Francis Anderson - 1930 - Australasian Journal of Psychology and Philosophy 8 (4):241-246.
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  8. On a University Education.Francis Anderson - 1930 - Australasian Journal of Philosophy 8 (4):241 – 246.
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  9. Fertile Ground: The Future of Higher Education in the Arab World.Lisa Anderson - 2012 - Social Research: An International Quarterly 79 (3):771-784.
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  10. 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 (...)
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  11. A New Look at the Economics of Higher Education.Richard Attiyeh - 1973 - Minerva 11 (3):335-347.
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  12. Innovation and Entrepreneurialism in the University =.Jorge Luis Nicolas Audy & Marília Morosini (eds.) - 2006 - Edipucrs.
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  13. 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.
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  14. The University in Transition.Raymond F. Bacchetti - 1967 - Studies in Philosophy and Education 5 (1):36-46.
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  15. Ideas That Work In College Teaching.Robert L. Badger (ed.) - 2007 - SUNY Press.
    As members of the faculty of the same college, the State University of New York at Potsdam, the fifteen contributors to this book have the unique experience of working from the same pool of students in order to explore how to improve ...
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  16. Women and Higher Education Candida Martinez.Pilar Ballarin - 2005 - New Women of Spain 4:429.
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  17. 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 (...)
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  18. 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"--.
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  19. Response to Pavel Zgaga's Review of Being a University.Ronald Barnett - 2012 - Studies in Philosophy and Education 31 (4):427-429.
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  20. 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 ...
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  21. The Postmodern University.Ronald Barnett - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge. pp. 43.
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  22. 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 (...)
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  23. Academics as Intellectuals.Ronald Barnett - 2003 - Critical Review of International Social and Political Philosophy 6 (4):108-122.
  24. 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 (...)
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  25. Thinking the University, Again.Ronald Barnett - 2000 - Educational Philosophy and Theory 32 (3):319–326.
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  26. Higher Education: A Critical Business.Ronald Barnett - 1997 - Open University Press.
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  27. The Limits of Competence Knowledge, Higher Education, and Society.Ronald Barnett - 1994
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  28. The Idea of Academic Administration.Ronald Barnett - 1993 - Journal of Philosophy of Education 27 (2):179–192.
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  29. Does Higher Education Have Aims?Ronald Barnett - 1988 - Journal of Philosophy of Education 22 (2):239–250.
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  30. 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.
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  31. Truth and Goodness in Higher Education.James D. Bastable - 1980 - Philosophical Studies 27:221-228.
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  32. 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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  33. Notes in Defense of'Ex Corde Ecclesiae': Three Replies to Three Typical Objections (A Roman Catholic Vision of Higher Education).M. J. Baxter - 1999 - The Thomist 63 (4):629-642.
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  34. Philosophy and University Education.Andrew Belsey - 1982 - Metaphilosophy 13 (3-4):318-325.
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  35. Who Should Go to University? Justice in University Admissions.Christopher Martin Ben Kotzee - 2013 - Journal of Philosophy of Education 47 (4):623-641.
    Current debates regarding justice in university admissions most often approach the question of access to university from a technical, policy‐focussed perspective. Despite the attention that access to university receives in the press and policy literature, ethical discussion tends to focus on technical matters such as who should pay for university or which schemes of selection are allowable, not the question of who should go to university in the first place. We address the question of university admissions—the question of who should (...)
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  36. Confronting the Dark Side of Higher Education.Søren Bengtsen & Ronald Barnett - 2016 - Journal of Philosophy of Education 50 (4).
    In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present-day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence-based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the term ‘dark’ to comprehend challenges, situations, reactions, (...)
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  37. Ethical Problems in Higher Education.Martin Benjamin - 1986 - Teaching Philosophy 9 (4):373-375.
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  38. Dewey's Dream: Universities and Democracies in an Age of Education Reform: Civil Society, Public Schools, and Democratic Citizenship.Lee Benson - 2007 - Temple University Press.
    Introduction : Dewey's lifelong crusade for participatory democracy -- Michigan beginnings, 1884-1894 -- Dewey at the University of Chicago, 1894-1904 -- Dewey leaves the University of Chicago for Columbia University -- Elsie Clapp's contributions to community schools -- Penn and the third revolution in American higher education -- The Center for Community Partnerships -- The university civic responsibility idea becomes an international movement -- John Dewey, the Coalition for Community Schools, and developing a participatory democratic American society.
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  39. A Victorian Experiment in International Education: The College at Spring Grove.Cyril Bibby - 1956 - British Journal of Educational Studies 5 (1):25-36.
  40. Eyes of the University: Right to Philosophy 2 (Review).Barbara A. Biesecker - 2006 - Philosophy and Rhetoric 39 (3):254-256.
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  41. Towards the Knowledge Democracy? Knowledge Production and the Civic Role of the University.Gert Biesta - 2007 - Studies in Philosophy and Education 26 (5):467-479.
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  42. The Closing of the American Mind How Higher Education has Failed Democracy and Impoverished the Souls of Today's Students.Allan David Bloom & Saul Bellow - 1987
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  43. American Influence on British Higher Education: Science, Technology, and the Problem of University Expansion, 1945–1963.Jean Bocock, Lewis Baston, Peter Scott & David Smith - 2003 - Minerva 41 (4):327-346.
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  44. New Ethics — Desideratum of Reason and Task of Higher Education.Böhler Dietrich - 1983 - Dialectics and Humanism 10 (4):145-155.
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  45. New Ethics — Desideratum of Reason and Task of Higher Education.Böhler Dietrich - 1983 - Dialectics and Humanism 10 (4):145-155.
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  46. Can Higher Education Foster Higher Morals?Derek Bok - 1988 - Business and Society Review 66 (1998):4-12.
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  47. Who Should Pay for Higher Education?Paul Bou-habib - 2010 - Journal of Philosophy of Education 44 (4):479-495.
    Policies that shift the costs of higher education from the taxpayer to the university student or graduate are increasingly popular, yet they have not been subjected to a thorough normative analysis. This paper provides a critical survey of the standard arguments that have been used in the public debate on higher education funding. These arguments are found to be wanting. In their place, the paper offers a more systematic approach for dealing with the normative issues raised by the funding of (...)
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  48. Higher Education and Development.Lalage Bown - 2002 - Minerva 40 (4):417-420.
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  49. A Reply to John Searle and Other Traditionalists.Robert Greenleaf Brice - 2008 - Multicultural Education 16 (2):37-40.
    One of the more recent pedagogical debates confronting university instructors is whether liberal education should be replaced with multiculturalism. John Searle has labeled these positions as “traditionalists” and “challengers,” respectively. While not finding “much that is objectionable in the [traditionalists’] assumptions,” Searle argues that the challengers’ assumptions are “weak” and “fallacious.” This negative outcome for the challengers however, is due in large part to Searle’s misrepresentation of their position. Searle presents a flawed, straw-man argument; he unfairly and inaccurately presents the (...)
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  50. Not a Dirty Word: Arts Entrepreneurship and Higher Education.R. Bridgstock - 2013 - Arts and Humanities in Higher Education 12 (2-3):122-137.
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