Higher Education and Dilemmas of Deinstitutionalization

Autor/inn/en	Martin, Christopher; Pulvermacher, Andrew
Titel	Higher Education and Dilemmas of Deinstitutionalization
Quelle	In: Philosophical Inquiry in Education, 29 (2022) 1, S.30-35 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Higher Education; Distance Education; Educational Change; Pandemics; COVID-19; Ethics; Values; Educational Philosophy; Educational Experience; Futures (of Society) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Bildungsreform; Ethik; Wertbegriff; Bildungsphilosophie; Erziehungsphilosophie; Bildungserfahrung; Future; Society; Zukunft
Abstract	The pandemic has made the mass remote delivery of higher education more plausible as a general direction for growth in the long-term. Choosing between this general direction and the status quo introduces various ethical dilemmas having to do with the basic aims and values of higher education. A move to remote learning as the institutional norm may set back some of these aims and values while advancing others. However, we also argue that complicating the assessment of these dilemmas is epistemic uncertainty about the traditional (i.e., late-twentieth-century) institutional context and what makes that context educationally worthwhile. Addressing these dilemmas requires a better understanding of what an educational institution is as well as those respects in which it adds value to society's educational projects. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01