Read more
This edited collection brings together a robust range of philosophers who offer theoretically and critically informed proposals regarding the aims, policies, and structures of the university. The collection fills a major gap in the landscape of higher education theory and practice while concurrently reviving a long and often forgotten discourse within the discipline of philosophy. It includes philosophers from across the globe representing disparate philosophical schools, as well as various career stages, statuses, and standpoints within the university. There is also a diversity in method, approach and style, which varies from personal narratives and case studies, to philosophical genealogies, to traditional philosophical essays, and to systematic theories. The collection can serve as a theoretical resource for critically minded administrators and faculty who wish to analyze and change policies and structures at their home institutions. It will introduce them to a wide range of possible educational imaginaries, as well as provide them with productive suggestions for pragmatic change on campuses.
List of contents
Part I. The Problematic Situation: Challenges Facing Higher Education.- Chapter 1. Postmodern Worldmaking and the Unanimous Academy.- Chapter 2. Neoliberalism, Technology, and the University.- Chapter 3. Promoting More than Just 'Diversity' at Colleges and Universities.- Part II. The Wellspring of Experience: Reflections on Robust Higher Education.- Chapter 6. Toward a Philosophy and Practice of Liberal Education.- Chapter 7. The Conversation of a University.- Part III. Generalization: Reconstructive Proposals for the University.- Chapter 8. Culture and the University: An Ecological Approach.- Chapter 9. Education for Citizenship in an Era of Global Connection.- Chapter 10. An African Theory of the Point of Higher Education.- Part IV. Return to Experience: Reconstruction Put into Practice.- Chapter 11. Remaking the Academy: The Potential and the Challenge of Transdisciplinary Collaborative Engagement.- Part V. Future Inquiry: Higher Education in the Coming Century.- Chapter 12. The Coming Revolution in (Higher) Education: Process, Time, and Singularity.
About the author
Aaron Stoller is Director of First Year Experience at Colorado College, USA.
Eli Kramer is an affiliated researcher at the Department of the Philosophy of Culture at the University of Warsaw Institute of Philosophy, Poland. He is also a Philosophy PhD Candidate at Southern Illinois University Carbondale, USA.
Summary
This edited collection brings together a robust range of philosophers who offer theoretically and critically informed proposals regarding the aims, policies, and structures of the university. The collection fills a major gap in the landscape of higher education theory and practice while concurrently reviving a long and often forgotten discourse within the discipline of philosophy. It includes philosophers from across the globe representing disparate philosophical schools, as well as various career stages, statuses, and standpoints within the university. There is also a diversity in method, approach and style, which varies from personal narratives and case studies, to philosophical genealogies, to traditional philosophical essays, and to systematic theories. The collection can serve as a theoretical resource for critically minded administrators and faculty who wish to analyze and change policies and structures at their home institutions. It will introduce them to a wide range of possible educational imaginaries, as well as provide them with productive suggestions for pragmatic change on campuses.
