CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Higher heteronomy: Thinking through modern university education
Tác giả
Rider S.
Năm xuất bản
2013
Source title
Higher Education Dynamics
Số trích dẫn
4
DOI
10.1007/978-94-007-5249-8_12
Liên kết
Tóm tắt
This chapter addresses certain presuppositions which, the author argues, undergird the Bologna process. These epistemological assumptions are considered in light of the theoretical and practical arguments concerning the legitimate aims and appropriate means to achieve them that were made in conjunction with the founding and expansion of the modern research university. In particular, this chapter focuses on the Enlightenment idea that the aim of higher education is primarily to cultivate the capacity for autonomous judgment. This ideal is then compared to the tools implemented in accordance with the Bologna Process, which explicitly aim at standardization, measurability, and predictability of both process and product (“outcomes”). In particular, the term “expected outcomes” and related notions are examined, and it is demonstrated that these indicate a shift of focus from training in a discipline as necessary for the capacity for judgment, to the form, where subject matter is conceived as extraneous to the achievement of desired outcomes (“skills” and “competencies”). This chapter argues that the Bologna model undermines the goals of liberal education by training students not to exercise independent judgment but to follow blindly formal protocols. © 2013, Springer Science+Business Media Dordrecht.
Từ khóa
Critical Thinking; External Authority; High Education; Independent Judgment; Legitimate Interest
Tài liệu tham khảo
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Nơi xuất bản
Springer Science and Business Media B.V.
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus