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 1947 Humboldt 2005 Fichte 1820 Weber 2013 Derrida 1983 Derrida 2004 Barnett 2011 Nussbaum 2010
Introductions Barnett & Standish 2003
Related

Contents
651 found
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1 — 50 / 651
  1. Restoring Integrity to the Academy: Some Sweeping Suggestions for Wholesale Change.Joseph S. Fulda - manuscript
    Note that this paper is 35 pages, and had been replaced in many places w/ a draft w/o authorization. -/- The academy, broadly construed to include faculty, administrators at all levels, and editors, referees, and publishers of academic work, is beset by more ills bespeaking of a fundamental lack of integrity than can possibly be enumerated in a single monograph; nevertheless, as the need is urgent, and everyone seems to prefer either silence or piecemeal treatments, myself heretofore included, five ills (...)
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  2. Instrumentalization in Universities and the Creative Potential of Race.Bruce Janz - forthcoming - In Pedro Tabensky Sally Mathews (ed.), Being At ‘Home’: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press.
  3. A Dilemma Regarding Academic Freedom and Public Accountability in Higher Education (repr.).Thaddeus Metz - forthcoming - In Yamikani Ndasauka (ed.), The Quest for Academic Freedom in Africa. Routledge.
    Reprint of an article published in the Journal of Philosophy of Education (2010) about the tension between a right to academic freedom and a responsibility to promote public goods, discussed largely in the African context.
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  4. Back to the university’s future: The second coming of Humboldt Back to the university’s future: The second coming of Humboldt, by Steve Fuller, Springer, 2023, 171 pp., USD43.50 (e-book), ISBN 978-3-031-36327-6. [REVIEW]Sharon Rider - forthcoming - Educational Philosophy and Theory.
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  5. For a nomad ontology against academic citizenship.Andrew Gibson - 2024 - Journal of Praxis in Higher Education 6 (2):187-196.
    This paper argues against the apparently benign concept of ‘academic citizenship,’ drawing on resources and conceptual precedents from within higher education generally and philosophy specifically. It does so not only in order to offer a critique, however. By considering the directions from which criticism can be levelled at the notion of ‘citizenship’, and the State-centric conceptualisation of the university underlying it, an argument for an alternative conceptualisation of academic being is offered. Ontology is suggested as a suitable route to dealing (...)
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  6. Mocht Plato zien wat er van de universiteit geworden is, dan zou hij stomverbaasd en bezorgd zijn.Michael S. Merry & Bart Van Leeuwen - 2024 - Https://Www.Knack.Be/Nieuws/Belgie/Onderwijs/Mocht-Plato-Zien-Wat-Er-van-de-Universiteit-Geworden-is -Dan-Zou-Hij-Stomverbaasd-En-Bezorgd-Zijn/.
    Als Plato de hedendaagse academie zou aanschouwen, zou hij niet alleen stomverbaasd zijn over de massificatie en de byzantijnse bureaucratie, maar gezien het ethische doel van de universiteit zou hij ook reden hebben om bezorgd te zijn.
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  7. Neither Parochial nor Cosmopolitan: Cultural Instruction in the Light of a Communal Ethic (Repr.).Thaddeus Metz - 2024 - In Lawrence Ogbo Ugwuanyi (ed.), Educating All for All. Cambridge Scholars. pp. 43-62.
    Reprint of an article that first appeared in the journal _Education as Change_ (2019).
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  8. Inclusivity in the Education of Scientific Imagination.Michael T. Stuart & Hannah Sargeant - 2024 - In E. Hildt, K. Laas, C. Miller & E. Brey (eds.), Building Inclusive Ethical Cultures in STEM. Springer Verlag. pp. 267-288.
    Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across 6 years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength of their (...)
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  9. Reframing data ethics in research methods education: a pathway to critical data literacy.Javiera Atenas, Leo Havemann & Cristian Timmermann - 2023 - International Journal of Educational Technology in Higher Education 20:11.
    This paper presents an ethical framework designed to support the development of critical data literacy for research methods courses and data training programmes in higher education. The framework we present draws upon our reviews of literature, course syllabi and existing frameworks on data ethics. For this research we reviewed 250 research methods syllabi from across the disciplines, as well as 80 syllabi from data science programmes to understand how or if data ethics was taught. We also reviewed 12 data ethics (...)
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  10. Emerging Technologies & Higher Education.Jake Burley & Alec Stubbs - 2023 - Ieet White Papers.
    Extended Reality (XR) and Large Language Model (LLM) technologies have the potential to significantly influence higher education practices and pedagogy in the coming years. As these emerging technologies reshape the educational landscape, it is crucial for educators and higher education professionals to understand their implications and make informed policy decisions for both individual courses and universities as a whole. -/- This paper has two parts. In the first half, we give an overview of XR technologies and their potential future role (...)
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  11. Pity the Unready and the Unwilling: Choice, chance, and injustice in Martin’s ‘The Right to Higher Education’.Philip Cook - 2023 - Theory and Research in Education 21 (1):82-87.
    For Martin, the right to free higher education may be claimed only by those ready and willing pursue autonomy supporting higher education. The unready and unwilling, among whom may be counted carers, disabled, and devout, are excluded. This is unjust. I argue that this injustice follows from a tension between three elements of Martin’s argument: (1) a universal right to autonomy supporting higher education; (2) qualifications on entitlements to access this right in order to preserve the value of higher educational (...)
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  12. On how to distinguish critique from an infringement of academic freedom.Maria Kronfeldner - 2023 - Journal Philosophy and Theory of Higher Education 5 (2):243-268.
    To have a well-functioning principle of academic freedom, we need to distin-guish critique from an infringement of academic freedom. To achieve this goal, this paper presents three necessary conditions for something to be an infringe-ment of academic freedom. These conditions allow to delineate cases in which at least one of the three conditions is not fulfilled. These are contrast cases that might – at first glance – look like infringements of academic freedom but are, in fact, not so. I will (...)
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  13. Fairness, Autonomy, and a Right to Higher Education.David O'Brien - 2023 - Theory and Research in Education.
    In The Right to Higher Education, Christopher Martin develops a powerful, autonomy-based argument that there is a moral right to access to higher education. I raise three concerns about whether this argument succeeds. The first is a concern about the conception of autonomy at the heart of Martin’s argument; the second is a concern about possible overgeneralizations of the argument; and the third is a concern about whether Martin’s view is consonant with judgments about fairness.
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  14. Prostor slobodan od države: Koncepcija univerziteta u filozofiji egzistencije.Aleksandar Prnjat - 2023 - Anali Filološkog Fakulteta 35 (2):147 - 154.
    In this paper, the author presents Jaspers’ view of the relationship between the state and university. According to Jaspers, universities should be free from any state control. Jaspers’ attitudes are mostly normative. According to Jaspers, the very existence of the institution of universities means that the state strives to provide a space where truth can be investigated, a space that would be independent of any kind of influence. Therefore, according to Jaspers, there is a certain tension, or even hostility, between (...)
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  15. Revisiting the Aged-based Educational Ideas of Plato.Hamidur Rahman - 2023 - International Journal of Arts and Humanities Studies 3 (3):01-07.
    Education is crucial to the overall development of all communities. Since the early days of Greek philosophy, philosophers have made significant contributions to the advancement of education for both individuals and the states. Greek philosophers, notably Plato, emphasized the importance and relevance of education for his conceptual ideal state. His educational ideas were rooted in his philosophy, notably idealism, and it continues to have a great effect, particularly on education. Idealism focuses on ideas and believes that genuine knowledge can be (...)
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  16. Honesty in Academia.Wes Siscoe - 2023 - The Prindle Post.
    Dishonest research violates one of the cardinal virtues of the academic vocation. Some readers might already be familiar with the traditional list of the cardinal virtues: Justice, Courage, Prudence, and Temperance. Honesty, of course, is nowhere on this list. So what does it mean to say that honesty is a cardinal virtue of the academic life? Professors typically have two primary tasks: the generation and transmission of knowledge. For both of these tasks, an emphasis on truth takes center stage. And (...)
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  17. Educational Justice and Democratic Education.Gosepath Stefan - 2023 - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge University Press. pp. 263-280.
    What are the purposes or aims of education in general and of democratic education in particular? And what are the appropriate ways and means of such an education? This chapter offers an overview of some of the more important approaches to these questions in contemporary, mostly anglophone, conceptions of educational justice in primary and secondary education. Section 16.2 starts with some provisions of some important goals of education. Section 16.3 turns to educational justice in gerneral. Section 16.4 asks about the (...)
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  18. The Economics of Academic "Values".Ryan Wasser - 2023 - Human Arenas.
    At first blush, values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent in university mission statements—are values as such, which is to ask whether they are things of moral worth (Value, n.d.), or are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, are hardly a justification for an impassioned critique, however, my opinions mirror those held by moderate and conservative witnesses to (...)
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  19. Early Career Anxieties in the University: The Crisis of Institutional Bad Faith.Alison M. Brady - 2022 - Cham: Springer.
    The issue of casualisation in universities has received much attention in recent years, with strike action across the UK highlighting the extent of the issue in the sector. In this chapter, I look at the situation in Irish universities, paying particular attention to the anxieties that confront early career staff. Whilst wider neoliberal trends in employment practices has no doubt played a key role in the changing nature of the Irish university, this chapter intends to look at the issue from (...)
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  20. Da Filosofia da Educação na Arte Cinematográfica entre Foucault e Arendt em Liam, Nietzsche em Sociedade dos Poetas Mortos e Deleuze e Guattari em Instituto Benjamenta.Luiz Carlos Mariano da Rosa - 2022 - Seattle, Washington (USA) & Sao Paulo, Sao Paulo (Brazil): Mariano Da Rosa Academic Editions.
    Baseado no filme “Liam” (2000) e nas implicações ideológicas do processo formativo-educacional no âmbito do totalitarismo, o Professor-Pesquisador Luiz Carlos Mariano Da Rosa, no Capítulo 1 (Da educação no totalitarismo no filme Liam: a escola como “instituição disciplinar” em Foucault e o exercício de educar como introdução de novos seres humanos no mundo em Arendt), analisa a escola como “instituição disciplinar” através da perspectiva de Michel Foucault em uma construção que tende à “fabricação” dos indivíduos enquanto “indivíduos-objetos” e “indivíduos-instrumentos”, convergindo (...)
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  21. Why read (diffractively)?Jean Du Toit & P. Du Preez - 2022 - South African Journal of Higher Education 36 (1):115-135.
    Academics should produce quality scholarly research. However, the demands of the marketised, neoliberal higher education institution and the increase in the academic’s bureaucratic and administrative tasks do not allow for adequate engagement with the deep work and slow forms of scholarship that are needed to produce cutting-edge and insightful research. Many academics find it challenging to think critically and creatively under such conditions, yet they are unwilling to fill their time with shallow work instead. Thus, they are torn between producing (...)
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  22. Big Data and Artificial Intelligence Based on Personalized Learning – Conformity with Whitehead’s Organismic Theory.Rossitza Kaltenborn & Mintcho Hadjiski - 2022 - In F. Riffert & V. Petrov (eds.), Education and Learning in a World of Accelerated Knowledge Growth: Current Trends in Process Thought.
    The study shows the existence of a broad conformity between Whitehead’s organismic cosmology and the contemporary theory of complex systems at a relevant level of abstraction. One of the most promising directions of educational transformation in the age of big data and artificial intelligence – personalized learning – is conceived as a system of systems and reveals its close congruence with a number of basic Whiteheadian concepts. A new functional structure of personalized learning systems is proposed, including all the core (...)
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  23. Review of W.B. Drees' "What are the humanities for?". [REVIEW]Maria Kronfeldner - 2022 - Metascience 31 (3):441-443.
    Willem B. Drees’ book defends the humanities as a valuable endeavor in understanding human beings that is vibrant and essential for the academic and non-academic world ... The review highlights two issues, the book's naturalism (presenting the humanities as a human necessity) and the book's idealistic outlook (presenting the humanities as following the value-free ideal).
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  24. Making marks while reading, with some remarks on the challenges posed by the digital world.Marcus A. Lessa, Domício Proença Júnior, Roberto Bartholo & Édison Renato Silva - 2022 - Educational Philosophy and Theory 54 (2):183-193.
    This communication sought to redress the loss of the skill of making marks while reading by reporting a consolidated and reflective summation that drew on over four decades' worth of experience with approximately 500 undergraduate and 200 graduate students of Production Engineering at the Federal University of Rio de Janeiro. It identified the fundamentals and rationale of making marginalia while reading, with particular attention to their role in the preservation of insights and in furthering discovery, pointing to the need to (...)
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  25. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...)
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  26. Da Educação enquanto Afirmação da Vida entre a Arte e a Filosofia segundo Nietzsche no Filme “Sociedade dos Poetas Mortos”.Luiz Carlos Mariano Da Rosa - 2022 - Griot 22 (2):121-138.
    Baseado no filme “Sociedade dos Poetas Mortos” (1989), o artigo assinala o caos instaurado no âmbito da escola tradicional norte-americana Welton através do trabalho do professor John Keating na instauração de novos métodos de ensino e aprendizagem para a literatura, na medida em que tende a fomentar o questionamento acerca do sentido e do valor da vida e o cultivo de si como possibilidade de produção de um conteúdo novo e extemporâneo e o conhecimento enquanto afirmação das forças da vida. (...)
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  27. ASKING MORE FROM THE ONLINE UNIVERSITY. CAN WE THINK TOGETHER WHILE SEPARATED BY A SCREEN?Lavinia Marin - 2022 - Teoría de la Educación 34 (2).
    The switch to online education that occurred during the Corona pandemic brought to the fore questions about the value and desirability of a fully online university. This article explores to what extent is a fully online university desirable from an educational perspective, whereby education is seen as a valuable experience taken in itself, regardless of its output. I start from the hypothesis that a fundamental dimension of study practices at the university is the experience of collective thinking triggered by specific (...)
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  28. Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla?Lavinia Marin - 2022 - Teoría de la Educación 34 (2):87-108.
    El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de (...)
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  29. Wat is the waarde van een doctoraat in Nederland?Michael Merry - 2022 - Joop 1.
    Iemand die uiteindelijk voor de PhD-positie wordt gekozen, moet in staat zijn om alle vakjes aan te kruisen. Maar één ding is vrijwel zeker: van een promovendus die de functie aanvaardt, wordt zelden verwacht dat zij het basisidee voor het onderzoek, de opzet, de methodologie of iets anders heeft bedacht. Men hoeft alleen maar trainable te zijn. Tijdens de jaren "onder contract" zal de kandidaat immers waarschijnlijk niet worden aangemoedigd om een eigen intellectueel pad te ontwikkelen, of om een nieuwe (...)
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  30. Africanising Institutional Culture: What Is Possible and Plausible (Repr.).Thaddeus Metz - 2022 - In Dennis Masaka (ed.), Knowledge Production and the Search for Epistemic Liberation in Africa. Springer. pp. 111-134.
  31. Alfabetización en ciencia y pensamiento crítico en el aula.Fabio Morandín-Ahuerma, Laura Villanueva-Méndez & Abelardo Romero-Fernández - 2022 - In Fabio Morandín-Ahuerma, Laura Villanueva-Méndez & Abelardo Romero-Fernández (eds.), Investigaciones regionales desde Puebla Nororiental. BUAP. pp. 281-302.
    Los autores consideran que la denominada “alfabetización en ciencia” debe estar dirigida a la construcción del pensamiento racional, crítico y creativo en los alumnos; también en el desarrollo de aquellas habilidades docentes necesarias para tener una visión proactiva hacia la ciencia; proponen desarrollar investigación, experimentación y divulgación para que el profesor sea un modelo de información confiable que inspire a que los alumnos a que inicien sus propios proyectos experimentales. Educación integral, afirman, es el cultivo del pensamiento crítico, racional y (...)
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  32. Progress Ideal and its Implication in a Cosmopolitan Education from the Kantian Thought.Jefferson Moreno, Pablo Andrés Heredia Guzmán & Floralba del Rocío Aguilar-Gordón - 2022 - Revista de Humanidades de Valparaíso 20:311-334.
    The present work includes a discussion about the Kantian ideal of progress and its repercussions in the construction of a cosmopolitan education, by virtue of weighing its validity and the challenges it faces in contemporary times. The manuscript analyzes the Kantian postulates about progress to clarify the guidelines of a cosmopolitan education. The document is structured thanks to the bibliographic study and the consequent systematic review of an exploratory type and the help of the hermeneutical method. The approach to the (...)
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  33. How Far Can Political Liberalism Support Reforms in Higher Education?David O'Brien - 2022 - Social Theory and Practice 48 (4):713-744.
    According to a standard picture in the educational policy and educational ethics literature, justice requires significant alterations to higher-education arrangements, in order to equalize opportunity and benefit badly-off social groups. I argue that, if political liberalism is correct, then a range of higher-education reforms favored by the standard picture lack support. After canvassing the standard picture (section 2), I explain why political liberalism entails that some institutions have a special status that prohibits certain kinds of interventions on them (section 3), (...)
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  34. Trauma Drama: The Trouble with Competitive Victimhood.Robert S. Taylor - 2022 - Theory and Research in Education 20 (3):259-271.
    Writing a college-application essay has become a rite of passage for high-school seniors in the U.S., one whose importance has expanded over time due to an increasingly competitive admissions process. Various commentators have noted the disturbing evolution of these essays over the years, with an ever-greater emphasis placed on obstacles overcome and traumas survived. How have we gotten to the point where college-application essays are all too frequently competitive-victimhood displays? Colleges have an understandable interest in the disadvantages their applicants may (...)
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  35. STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness.Ian Thacker, Viviane Seyranian, Alex Madva & Paul Beardsley - 2022 - Education Sciences 12 (9):1-14.
    The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. (...)
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  36. WE_MIND: curriculumontwikkeling gericht op ethiek, innovatie en publieke dialoog.Wiet Verkooijen & Henrietta Joosten - 2022 - Tijdschrift Voor Hoger Onderwijs 40 (3/4):84-99.
    In dit artikel delen wij onze ervaringen met het ontwikkelen van de onderwijsmodule: we_mind. Binnen deze module gaan minor- en masterstudenten aan de slag met een innovatievraagstuk uit de eigen beroepspraktijk. Hierbij gaan studenten met medeburgers een publieke dialoog aan over de gevolgen van deze innovatie voor de samenleving. De beschreven ervaringen in dit artikel zijn gebaseerd op een pilot met masterstudenten, een zelfevaluatie en de doorontwikkeling van het moduleontwerp. Met dit artikel nodigen we docenten, onderwijsontwikkelaars, bestuurders, opleidingsverantwoordelijken en beleidsmedewerkers (...)
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  37. Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy.Jason Arday, Dina Zoe Belluigi & Dave Thomas - 2021 - Educational Philosophy and Theory 53 (3):298-313.
    Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate,...
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  38. Speech and inquiry in public institutions of higher education: Navigating ethical and epistemological challenges.Benjamin Bindewald & Joshua Hawkins - 2021 - Educational Philosophy and Theory 53 (11):1074-1085.
    How should those who value reasonable pluralism navigate ethical and epistemological challenges related to speech and inquiry in higher education? We propose the ethical pursuit of public knowledge as a guiding vision for public colleges and universities with the understanding that other institutions will serve different purposes. The ethical criterion of mutuality calls for engagement across difference and reciprocal recognition of others’ basic equality and liberty. To maintain epistemic legitimacy, knowledge-production processes in these institutions should elevate ideas warranted by public (...)
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  39. Da autoformação no processo educacional entre a conformação e a autotransformação: Do jogo sociocultural e a inter-relação envolvendo modus vivendi e modus essendi.Luiz Carlos Mariano Da Rosa - 2021 - São Paulo, SP, Brasil: PZP - Politikón Zôon Publicações.
    Recuperando a noção de Paidéia, legado grego, a pesquisa em questão, detendo-se nos indícios do ideal da autoformação, para cujas fronteiras converge o contexto sociocultural da atualidade, discorre sobre o processo pedagógico que, imbricado em uma rede de relações que envolve as formas simbólicas mediante as quais o homem constrói o mundo, estruturalizando a realidade, se movimenta, no decorrer da história, oscilando entre a tendência que ora prioriza a formação individual, ora absolutiza o aspecto social, objetos de investigação no Capítulo (...)
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  40. The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times.Nadena Doharty, Manuel Madriaga & Remi Joseph-Salisbury - 2021 - Educational Philosophy and Theory 53 (3):233-244.
    UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical Race Theory method of counter-storytelling. By introducing composite characters, we speak back to assumptions that universities are race-neutral, meritocratic institutions. (...)
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  41. Academic freedom of students.Liz Jackson - 2021 - Educational Philosophy and Theory 53 (11):1108-1115.
    Academic freedom is often regarded as an absolute value of higher education institutions. Traditionally, its value is related to such topics as tenure, and the need for academic work to be free from undue political influence and other pressures that can challenge time-consuming research processes. However, when an analysis of student freedom begins with arguments about free research and free speech, undergirded as they generally are by liberal political philosophy, other considerations, related to broader views of freedom, can slip through (...)
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  42. Wen sollte man nicht an die Universität einladen?Romy Jaster & Geert Keil - 2021 - In Elif Özmen (ed.), Wissenschaftsfreiheit im Konflikt. Berlin, Deutschland: Springer / Metzler. pp. 141-159.
    Welche Beschränkungen sollten sich Wissenschaftlerinnen und Wissenschaftler bei der Entscheidung auferlegen, wen sie als Vortragende zu universitären Veranstaltungen einladen? Und von welchen Überlegungen sollten sie sich dabei leiten lassen? Gibt es Personen, die für einen Auftritt an der Universität schlechthin ungeeignet sind? Wenn ja, aufgrund welcher Eigenschaften oder aus welchen anderen Gründen? Wir argumentieren zunächst, dass jüngere Kontroversen über die Einladung politisch exponierter Sprecher zu akademischen Veranstaltungen den Blick auf diese universitätspolitischen Fragen eher verstellt haben, insoweit sie als Streit um (...)
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  43. Revisiting the place of philosophy with Heidegger: Being-in-academia.Onur Karamercan - 2021 - Educational Philosophy and Theory 54 (12):2018-2028.
    In this article, I elucidate the meaning of the act of philosophizing as a research activity in academia. My main thesis is that, as academic philosophers, we need to change our existing relation to thinking in academia, which requires a radical re-evaluation of the ēthos, or, the dwelling-place of philosophy. Drawing on Martin Heidegger’s thought, I offer a place-based thinking, taking up the issue of being-in-academia as part of the question of dwelling. First, I explore the technological nature of being-in-academia (...)
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  44. Epistemic Corruption and the Research Impact Agenda.Ian James Kidd, Jennifer Chubb & Joshua Forstenzer - 2021 - Theory and Research in Education 19 (2):148-167.
    Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this paper, we lend credibility to these theoretically-motivated concerns using the example of the research impact agenda during the period 2012-2014. Interview data from UK and Australian academics confirms the impact agenda system, at its inception, facilitated the development (...)
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  45. Journey with Rural Identity and Linguicism.Deepak Kumar - 2021 - CASTE / A Global Journal on Social Exclusion 2 (1):202-218.
    For a Dalit,especially from a rural background, it is not easy to survive in the higher education system in India because it is overwhelmingly dominated by the upper caste, class, and English-speaking people. It is not uncommon for Dalit learners like us to face multiple discrimination, and even exclusion in higher educational institutions. Intersectionality between these three factors abounds in institutions of higher learning. The transition from native language to English has not been an easy task for me, for in (...)
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  46. Silencing and Freedom of Speech in UK Higher Education.Finlay Malcolm - 2021 - British Educational Research Journal 47 (3):520-538.
    Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about free speech arising from certain university policies. Second, the findings exclude important issues concerning restrictions to speech on (...)
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  47. On the Possibility of a Digital University.Lavinia Marin - 2021 - Dordrecht: Springer Cham.
    This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing. Are the media employed in university study practices mere accessories, or rather constitutive of these practices? While this seems to be a purely theoretical question, its practical implications are wide and concern whether such a thing as a ‘digital university’ is possible. The 'digital university' has been, for a long time, a theoretical (...)
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  48. ‘Why aren’t you taking any notes?’ On note-taking as a collective gesture.Lavinia Marin & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (13):1399-1406.
    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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  49. Notes on note-making: Introduction.Lavinia Marin, Sean Sturm & Joris Vlieghe - 2021 - Educational Philosophy and Theory 13 (13):1316-1320.
    This special issue aims to explore what is educational in the seemingly humble gesture of making notes: not only how and why the practice of note-taking is educative in and of itself, but also what it says about education as such. The contributions to the issue each highlight different aspects of note-making and approach it differently, but all assume that note-making is an educational practice that merits philosophical study. Interestingly, they mostly focus on note-making as a non-digital practice (putting aside (...)
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  50. How Universities Can Best Respond to the Climate Crisis and Other Global Problems.Nicholas Maxwell - 2021 - Philosophies 1 (1):1.
    The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...)
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