Philosophers on the University: Reconsidering Higher Education: Debating Higher Education: Philosophical Perspectives, cartea 2
Editat de Ronald Barnett, Amanda Fulforden Limba Engleză Paperback – 26 aug 2021
Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate.Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marksout this large territory and prepares the ground for the reader.
The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.
Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark
'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'
Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA
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Specificații
ISBN-13: 9783030310639
ISBN-10: 3030310639
Ilustrații: XII, 213 p.
Dimensiuni: 155 x 235 mm
Greutate: 0.33 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Springer
Seria Debating Higher Education: Philosophical Perspectives
Locul publicării:Cham, Switzerland
ISBN-10: 3030310639
Ilustrații: XII, 213 p.
Dimensiuni: 155 x 235 mm
Greutate: 0.33 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Springer
Seria Debating Higher Education: Philosophical Perspectives
Locul publicării:Cham, Switzerland
Cuprins
1. Introductory essay: Considering higher education: thinking it through; Ronald Barnett and Amanda Fulford.- Part I: Questioning the University.- 2. Friedrich Nietzsche (1844-1900): The will to power and the university; Søren ø. E. Bengtsen.- 3. Theodor Adorno (1903-1969): Restless, fractured and uncomfortable thought; Jan McArthur.- 4. Ernest Gellner (1925-1995): Nought for the university’s comfort? Ronald Barnett.- 5. Roy Bhaskar (1944-2014): The idea of a university; David Scott.- Part II: Culture and the University.- 6. F. R. Leavis (1895-1978): Thought, words and creativity and the university; Steven Cranfield.- 7. Hannah Arendt (1906-1975): Embodying a promise in the university; Jon Nixon.- 8. José Ortega y Gasset (1883-1955): The university’s social mission - to enrich individual potential; John Wyatt.- 9. Alasdair MacIntyre (1929-): Philosophy and the university; John Haldane.- Part III: Letting Learn.- 10. Martin Heidegger (1889-1976): Higher education as thinking; Paul Gibbs.- 11. Karl Jaspers (1883-1969): Truth, academic freedom and student autonomy; Stephen Burwood.- 12. Stanley Cavell (1926-2018): Higher education and the development of voice; Amanda Fulford.- Part IV: Higher Education and Democracy.- 13. John Dewey (1859-1952): Democratic hope through higher education; Naoko Saito.- 14. Jacques Rancière (1940-): Higher education as a place for radical equality; Joris Vlieghe.- 15. Jürgen Habermas (1929-): The importance of higher education for democracy; Ted Fleming.- Index.
Textul de pe ultima copertă
This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered.
Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly,many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate.Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader.
Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly,many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate.Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader.
At a time of excessive student demand, and unprecedented debate as to what and whose public good higher education serves, comes an anthology, which learns from the past to understand, that which is yet to come. Philosophers on the University offers sophisticated and unafraid analyses of what constitutes a university, its truth, its responsibility, and its accountability. A book of deep thoughts and insights, surpassed only by the immense purpose which higher education ought to fulfill.
Prof Nuraan Davids, Stellenbosch University, South Africa
Prof Nuraan Davids, Stellenbosch University, South Africa
Caracteristici
Shows how philosophy can illuminate key issues in understanding higher education and the university Brings out key aspects of the thinking of leading philosophers and thinkers Widens and deepens the higher education debate