The global massification of higher education and the increasing
commodification of knowledge compel us to fundamentally rethink,
not only the identity of the contemporary university, but also the
student/lecturer relationship. How do we conceive this relationship
at a time marked by globalisation and the relative decline of the
nation-state? Historically, teaching and research derived their
meaning from the intimate connection between the university and the
nation-state project. The decline of the latter qua imagined
community has radical implications for those who work and study at
university. This study focuses specifically on the consequences of
these changes for the authority of lecturers and the ethical
parameters of their relationship with students. The analysis
suggests, firstly, that a deconstructive pedagogy may enable
lecturers to re-appropriate the idea of education towards justice
(even at a time marked by the declining importance of the
nation-state as embodiment of such a society) and secondly, that
the pre-modern trope of master/ apprentice may be a useful way of
re-thinking authority in a way that is wholly immanent to the
learning encounter itself. The book is addressed to lecturers in
higher education with an interest in the philosophy of education.
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