Reclaiming “Science as a Vocation”: Learning as Self-Destruction; Teaching as Self-Restraint

Tradition and Discovery 25 (2):30-41 (1998)
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Working from an integration of Michael Polanyi‘s image of learning as self-destruction and Max Weber’s analysis of the ethics of scholarship, the author explores the implications of Polanyi’s argument concerning “the depth to which the... person is involved even in... an elementary heuristic effort”. In the process, the author raises questions about current expectations concerning faculty “performance” and current methods of assessing faculty success in the classroom.



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