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

571 found
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1 — 50 / 571
  1. 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 (...)
  2. added 2019-02-12
    Four Facets of Privacy and Intellectual Freedom in Licensing Contracts for Electronic Journals.Alan Rubel & Mei Zhang - 2015 - College and Research Libraries 4 (76):427-449.
    This is a study of the treatment of library patron privacy in licenses for electronic journals in academic libraries. We begin by distinguishing four facets of privacy and intellectual freedom based on the LIS and philosophical literature. Next, we perform a content analysis of 42 license agreements for electronic journals, focusing on terms for enforcing authorized use and collection and sharing of user data. We compare our findings to model licenses, to recommendations proposed in a recent treatise on licenses, and (...)
  3. added 2019-02-06
    Pursuing Knowledge for Its Own Sake Amidst a World of Poverty: Reconsidering Balogun on Philosophy’s Relevance.Thaddeus Metz - forthcoming - Filosofia Theoretica: Journal of African Philosophy, Culture and Religions.
    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 (...)
  4. 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 - forthcoming - Tertiary Education and Management.
    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 (...)
  5. 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 (...)
  6. 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.
  7. 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 (...)
  8. added 2018-11-01
    The Truth, but Not Yet: Avoiding Naïve Skepticism Via Explicit Communication of Metadisciplinary Aims.Jake Wright - forthcoming - Teaching in Higher Education.
    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, (...)
  9. 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 (...)
  10. 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 (...)
  11. added 2018-09-07
    Fostering Wisdom in the Classroom, Part 1.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 (...)
  12. 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 (...)
  13. 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 (...)
  14. 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.
  15. added 2018-06-16
    An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship.Thaddeus Metz - forthcoming - In Amasa Ndofirepi & Ephraim Gwaravanda (eds.), African Higher Education in the 21st Century: Some Philosophical Dimensions. Sense Publishers.
    Reprint of an essay first appearing in _Contemporary Philosophical Proposals for the University: Toward a Philosophy of Higher Education_ (2018).
  16. added 2018-06-14
    What Are Universities For?By Stefan Collini.James Alexander - 2012 - British Journal of Educational Studies 60 (4):450-451.
  17. added 2018-06-07
    The Aims of Higher Education: Problems of Morality and Justice.Harry Brighouse & Michael MacPherson (eds.) - 2015
  18. added 2018-06-05
    Autonomy as Intellectual Virtue.Kyla Ebels-Duggan - 2015 - In Harry Brighouse & Michael MacPherson (eds.), The Aims of Higher Education: Problems of Morality and Justice. Chicago, IL, USA:
    Many thinkers agree that facilitating the development of students’ autonomy is a proper aim of education generally and higher education in particular. I defend a version of the autonomy view, but not as I think its other advocates imagine it. I suggest that an important aim of education is the facilitation of intellectual virtues. What is right about the idea that education should facilitate students’ autonomy is best captured in virtue terms as intellectual charity and humility.
  19. added 2018-04-06
    On the Nature of the Core Curriculum.Raymond Aaron Younis - forthcoming - The 5th ACU Learning and Teaching Conference: Exploring Excellence in Learning and Teaching (Selected Papers).
  20. added 2018-04-06
    Education at the Crossroads? (On the Tragedy of "Humanism").Raymond Aaron Younis - 2018 - Selected Papers From the 2018 International ACERP Conference (IAFOR).
    A critical account of "Humanism" and some of its extreme forms and manifestations; reflection on some of the important challenges these raise in relation to higher education in the 21st century.
  21. added 2018-03-28
    Place-People-Practice-Process: Using Sociomateriality in University Physical Spaces Research.Renae Acton - 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 (...)
  22. added 2018-03-27
    Erziehungswissenschaft Als Lebensform Theoretische Und Erfahrungsreflexive Beitrèage Zur Hochschuldidaktik Und Wissenschaftsforschung.Theo Hug - 1991
  23. added 2018-03-15
    Institution of Intellectual Values: Realism and Idealism in Higher Education.Gordon Graham - 2005 - Imprint Academic.
    This is a revised and expanded version of the much praised short book _Universities: The Recovery of An Idea_. It contains chapters on the history of universities; the value of university education; the nature of research; the management and funding of universities plus additional essays on such subjects as human nature and the study of the humanities, interdisciplinary versus multidisciplinary study, information systems and the concept of a library, the prospects for e-learning, reforming universities, intellectual integrity and the realities of (...)
  24. added 2018-02-17
    Africanising Institutional Culture: What Is Possible and Plausible.Thaddeus Metz - 2017 - In Michael Cross & Amasa Ndofirepi (eds.), Knowledge and Change in African Universities, Volume 2. Sense Publishers. pp. 19-41.
  25. added 2018-01-18
    De publieke dimensie van het hbo.Henrietta Joosten - 2017 - OnderwijsInnovatie 3:34-37.
    Hogescholen zijn dienstbaar aan de samenleving, zo valt te lezen in de strategische onderwijsagenda van het hoger beroepsonderwijs. Maar wat houdt deze publieke functie precies in? Het gedachtegoed van politiek denker Hannah Arendt biedt docenten en beleidsmakers ten minste drie handelingsperspectieven. De auteur illustreert deze drie perspectieven met voorbeelden uit de onderwijspraktijk.
  26. added 2017-12-15
    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.
  27. added 2017-12-15
    Bildung and the Historical and Genealogical Critique of Contemporary Culture: Wilhelm von Humboldt’s Neo-Humanistic Theory of Bildung and Nietzsche’s Critique of Neo-Humanistic Ideas in Classical Philology and Education.Tomislav Zelić - 2018 - Educational Philosophy and Theory 50 (6-7):662-671.
    . Bildung and the historical and genealogical critique of contemporary culture: Wilhelm von Humboldt’s neo-humanistic theory of Bildung and Nietzsche’s critique of neo-humanistic ideas in classical philology and education. Educational Philosophy and Theory: Vol. 50, Bildung and paideia. Philosophical models of education, pp. 662-671.
  28. added 2017-12-15
    The Flipped Curriculum: Dewey’s Pragmatic University.Aaron Stoller - 2018 - Studies in Philosophy and Education 37 (5):451-465.
    Recently Graham Badley :631–641, 2016) made the case that the "pragmatic university” represents a viable future for the post-modern institution. In his construction of the pragmatic university, Badley largely draws upon the vision laid out by Richard Rorty. While Rorty’s neopragmatism offers an important perspective on the pragmatic institution, I believe that John Dewey’s classical pragmatism offers a richer and more capable vision of the university. The aim of this paper is to develop a view of the pragmatic university drawn (...)
  29. added 2017-12-15
    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 (...)
  30. added 2017-12-15
    Student Partnership, Trust and Authority in Universities.Morgan White - 2018 - Educational Philosophy and Theory 50 (2):163-173.
    Marketisation is rife in higher education. Asymmetries between consumers and producers in markets result in inefficiencies. To address imbalances, policy-makers pushing higher education towards a market model have a tendency to increase the market power of the student by increasing information or amplifying voice. One such policy in England is called ‘students as partners.’ However, I argue here that student partnership can easily undermine relations of authority and trust between students and academic teachers.
  31. added 2017-12-15
    Constructing the University: Towards a Social Philosophy of Higher Education.Ronald Barnett - 2017 - Educational Philosophy and Theory 49 (1):78-88.
    Almost 40 years ago, a book appeared by J.S. Brubacher entitled On the Philosophy of Higher Education. Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed ‘the philosophy of higher education’. The paper attempts to begin to remedy this situation by assembling the main planks of such a field, and identifying broadly the kinds of resources (...)
  32. added 2017-12-15
    Should Contentment Be a Key Aim in Higher Education?Paul Gibbs - 2017 - Educational Philosophy and Theory 49 (3):242-252.
    Higher education institutions are major concentrations of political, social, economic, intellectual and communicative resources. They reach freely across populations and cultures and connect to government, professions, industry and the arts. The neoliberal logic of markets has entered the realm of education. This leads to discourse on the benefits of education being positioned almost exclusively in terms of their effect on income. The perspective taken in the paper is the development of a happiness motive that asks education to challenge what it (...)
  33. added 2017-12-15
    "A General Pattern for American Public Higher Education" by T. R. McConnell.Frederick C. Gruber - 1963 - Studies in Philosophy and Education 3 (1):72.
  34. added 2017-11-22
    Democracy and Education: Defending the Humboldtian University and the Democratic Nation-State as Institutions of the Radical Enligtenment.Arran Gare - 2005 - Concrescence: The Australiasian Journal of Process Thought 6:3 - 27.
    Endorsing Bill Readings’ argument that there is an intimate relationship between the dissolution of the nation-State, the undermining of the Humboldtian ideal of the university and economic globalization, this paper defends both the nation-State and the Humboldtian university as core institutions of democracy. However, such an argument only has force, it is suggested, if we can revive an appreciation of the real meaning of democracy. Endorsing Cornelius Castoriadis’ argument that democracy has been betrayed in the modern world but disagreeing with (...)
  35. added 2017-11-07
    Epistemic Corruption and Education.Ian James Kidd - forthcoming - Episteme:1-16.
    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.
  36. added 2017-10-17
    Page, Text and Screen in the University: Revisiting the Illich Hypothesis.Lavinia Marin, Jan Masschelein & Maarten Simons - 2018 - Educational Philosophy and Theory 50 (1):49-60.
    In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...)
  37. added 2017-10-17
    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 (...)
  38. added 2017-10-17
    Confronting the Dark Side of Higher Education.Søren Bengtsen & Ronald Barnett - 2017 - Journal of Philosophy of Education 51 (1):114-131.
    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, (...)
  39. added 2017-10-17
    Resisting the Neoliberalization of Higher Education: Arendt and the Subversive Potential of Thinking.Wade Roberts - 2017 - Arendt Studies 1:133-150.
    In this essay, I examine both the neoliberalization of higher education, as well as a powerful alternative which is implicitly sketched out in the work of Hannah Arendt. This paper is divided into three parts. In part one, I briefly discuss important neoliberal features of contemporary American higher education, with a specific focus on the ways in which neoliberal ideology is transforming contemporary higher education along vocational and utilitarian lines. In the second part of the essay I argue that there (...)
  40. added 2017-10-17
    Critical Thinking in Higher Education, and Following the Arguments with Plato's Socrates.Glenn Rawson - 2016 - American Association of Philosophy Teachers Studies in Pedagogy 2:73-93.
    In spite of his reputations as an impractical skeptic or dogmatic idealist, Plato’s Socrates is often an impressive example of a critical thinker, and we can use Plato’s dialogues to promote such skills in the college classroom. This essay summarizes recent institutional motivations for promoting critical thinking in a student-centered, active-learning pedagogy; compares Plato’s core model of education and fundamental rationale for it; shares an essay–presentation–discussion assignment that serves those modern and ancient goals; and discusses how this flexible type of (...)
  41. added 2017-10-17
    John Macmurray as a Scottish Philosopher: The Role of the University and the Means to Live Well.Esther McIntosh - 2015 - In Gordon Graham (ed.), Scottish Philosophy in the Nineteenth and Twentieth Centuries. Oxford, UK: Oxford University Press. pp. 270-302.
    John Macmurray (1891-1976) was born in Scotland and began his philosophical education in a Scottish university. As an academic philosopher, following in the footsteps of Caird’s Scottish idealism - a reaction against the debate between Hume’s scepticism and Reid’s ‘commonsense’ – Macmurray holds that a university education in moral philosophy is essential for producing virtuous citizens. Consequently, Macmurray’s philosophy of human nature includes a ‘thick’ description of the person, which is more holistic that Cartesianism and emphasizes the relation of persons. (...)
  42. added 2017-10-17
    The Future of the University: Philosophy, Education, and the Catholic Tradition.John Haldane - 2013 - American Catholic Philosophical Quarterly 87 (4):731-749.
    Higher education is in flux, and one of the challenges it faces is to relate education, research, and training. So far as Catholic institutions are concerned, there is also the fundamental issue of what it means to be Catholic. Leaving aside matters of history and religious observance, this bears in large part on issues of educational philosophy. This essay sets these matters within a historical context, considering Confucius, Augustine, and Aquinas, while focusing on nineteenth-century British discussions of education by Herbert (...)
  43. added 2017-10-17
    Introduction to the Special Issue on Critical Thinking and Disability in Higher Education.Amy L. Skinner - 2010 - Inquiry: Critical Thinking Across the Disciplines 25 (1):7-8.
  44. added 2017-10-17
    Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
  45. added 2017-10-17
    Religious Liberty in the University.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.
  46. added 2017-10-17
    Higher Education in the Making.Eugene Thomas Long - 2005 - Review of Metaphysics 58 (3):645-647.
  47. added 2017-10-17
    Introduction to the Special Issue on Critical Thinking and Higher Education.T. Ross Owen - 2003 - Inquiry: Critical Thinking Across the Disciplines 23 (1-2):50-50.
  48. added 2017-10-17
    Heidegger on Ontological Education, Or: How We Become What We Are.Iain Thomson - 2001 - Inquiry: An Interdisciplinary Journal of Philosophy 44 (3):243 – 268.
    Heidegger presciently diagnosed the current crisis in higher education. Contemporary theorists like Bill Readings extend and update Heidegger's critique, documenting the increasing instrumentalization, professionalization, vocationalization, corporatization, and technologization of the modern university, the dissolution of its unifying and guiding ideals, and, consequently, the growing hyper-specialization and ruinous fragmentation of its departments. Unlike Heidegger, however, these critics do not recognize such disturbing trends as interlocking symptoms of an underlying ontological problem and so they provide no positive vision for the future of (...)
  49. added 2017-10-17
    The Nature of University Education Reconsidered.Aharon Aviram - 1992 - Philosophy of Education 26 (2):183-200.
  50. added 2017-10-17
    Truth And Pragmatism in Higher Education.Philip E. Devine - 1990 - International Journal of Applied Philosophy 5 (1):67-74.
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