|
Showing 1 - 7 of
7 matches in All Departments
Towards a Political Theory of the University argues that state and
market forces threaten to diminish the legitimacy, authority and
fundamental purposes of higher education systems. The political
role of higher education has been insufficiently addressed by
academics in recent decades. By applying Habermas' theory of
communicative action, this book seeks to reconnect educational and
political theory and provide an analysis of the university which
complements the recent focus on the intersections between political
philosophy and legal theory. In this book, White argues that there
is considerable overlap between crises in democracy and in
universities. Yet while crises in democracy are often attributed to
the inability of political institutions to adapt to the pace of
social and cultural change, this diagnosis wilfully ignores the
effects of privatisation on public institutions. Under present
political conditions, the university is regarded in instrumental
and economic terms, which not only diminishes its functions of
developing and sustaining culture but also removes its democratic
capabilities. This book explores these issues in depth and presents
some of the practical problems associated with turning an
independent higher education system into a state-dominated and
then, subsequently, marketised system. This book bridges political
and educational theory in an original and comprehensive way and
makes an important contribution to the debate over the role of the
university in a democracy. As such, it will appeal to researchers,
academics and postgraduate students in the fields of the philosophy
of education, higher education, and political and educational
theory. With its implications for policy and practice, it will also
be of interest to policy makers.
Towards a Political Theory of the University argues that state and
market forces threaten to diminish the legitimacy, authority and
fundamental purposes of higher education systems. The political
role of higher education has been insufficiently addressed by
academics in recent decades. By applying Habermas' theory of
communicative action, this book seeks to reconnect educational and
political theory and provide an analysis of the university which
complements the recent focus on the intersections between political
philosophy and legal theory. In this book, White argues that there
is considerable overlap between crises in democracy and in
universities. Yet while crises in democracy are often attributed to
the inability of political institutions to adapt to the pace of
social and cultural change, this diagnosis wilfully ignores the
effects of privatisation on public institutions. Under present
political conditions, the university is regarded in instrumental
and economic terms, which not only diminishes its functions of
developing and sustaining culture but also removes its democratic
capabilities. This book explores these issues in depth and presents
some of the practical problems associated with turning an
independent higher education system into a state-dominated and
then, subsequently, marketised system. This book bridges political
and educational theory in an original and comprehensive way and
makes an important contribution to the debate over the role of the
university in a democracy. As such, it will appeal to researchers,
academics and postgraduate students in the fields of the philosophy
of education, higher education, and political and educational
theory. With its implications for policy and practice, it will also
be of interest to policy makers.
New Perspectives in Philosophy of Education seeks to build a bridge
between philosophical reflection and socio-political action by
developing a range of critical discussions in the areas of ethics,
politics and religion. This volume brings together established
authorities and a new generation of scholars to ask whether
philosophy of education can contribute to political and social
discourse, or whether it is destined to remain the marginal gadfly
of mainstream ideology. The philosophy of education stands in
danger of becoming a neglected field at precisely the moment we
need to be able to reflect upon the increasingly apparent costs of
the technocratic attitude to education. While many of the
educational policy discussions of recent years seem far-reaching
and radical, critical debate surrounding these initiatives remain
largely at a populist level. New Perspectives in Philosophy of
Education provides contemporary responses to philosophical issues
that bear upon educational studies, policies and practices,
contributing to the debate on the role of philosophy of education
in an increasingly fractured intellectual milieu.
As you leaf through these pages you will find a new kind of trivia.
You've played games at home before, and made teams in your local
pub for prizes. You've guessed while watching your favorite sports
team, and argued with your friends about the right answers. You
have never seen a trivia game like this before. This is not Trivial
Pursuit; it is trivia perfection. If your topic is state capitals,
then you will find clues like "Homer Simpson's Boss," that leads
you to Montgomery, Alabama. The things from your everyday life will
send you back in time to past TV, movies, music, and even a school
subject or two. You will be amazed at the unique way to reach the
right answers. Guessing has never been so much fun! There's
something here for everyone, but no one will know it all. Challenge
yourself to see if you have what it takes to play the perfect
trivia game.
New Perspectives in Philosophy of Education seeks to build a bridge
between philosophical reflection and socio-political action by
developing a range of critical discussions in the areas of ethics,
politics and religion. This volume brings together established
authorities and a new generation of scholars to ask whether
philosophy of education can contribute to political and social
discourse, or whether it is destined to remain the marginal gadfly
of mainstream ideology. The philosophy of education stands in
danger of becoming a neglected field at precisely the moment we
need to be able to reflect upon the increasingly apparent costs of
the technocratic attitude to education. While many of the
educational policy discussions of recent years seem far-reaching
and radical, critical debate surrounding these initiatives remain
largely at a populist level. New Perspectives in Philosophy of
Education provides contemporary responses to philosophical issues
that bear upon educational studies, policies and practices,
contributing to the debate on the role of philosophy of education
in an increasingly fractured intellectual milieu.
|
|