Literaturnachweis - Detailanzeige
| Autor/in | Michele S. Moses |
|---|---|
| Titel | Distinctly Philosophical Challenges to Higher Education: The Role of Philosophers |
| Quelle | In: Educational Theory, 76 (2026) 1, S. 69-81Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Michele S. Moses) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-2004 |
| DOI | 10.1111/edth.70073 |
| Schlagwörter | Forschungsbericht; Educational Philosophy; Higher Education; Politics of Education; Academic Freedom; Role of Education; College Role; Universities; Educational Theories; Theory Practice Relationship |
| Abstract | How should philosophers of education engage with issues related to higher education? What do we have to offer? In this reflective article, I explore how current threats to higher education in the U.S. are distinctly philosophical, such as government challenges to both academic freedom and the core purposes of colleges and universities. This article concludes with a call for philosophers of (higher) education (along with other educational theorists) to collaborate purposefully with campus leaders in deciding how to approach and mitigate the external sociopolitical challenges faced by the university as a social institution, while also being responsive to faculty and other internal constituents' concerns. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2026/1/02 |
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