Detecting Epistemic Vice in Higher Education Policy: Epistemic Insensibility in the Seven Solutions and the REF

Autor/in	Battaly, Heather
Titel	Detecting Epistemic Vice in Higher Education Policy: Epistemic Insensibility in the Seven Solutions and the REF
Quelle	In: Journal of Philosophy of Education, 47 (2013) 2, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12024
Schlagwörter	Stellungnahme; Higher Education; Educational Policy; Epistemology; Comparative Education; Foreign Countries; Policy Analysis; Intellectual History; Educational Research; Moral Values; Research Problems; Educational Philosophy; Change Strategies; Educational Objectives; Educational Practices; Beliefs; Florida; Texas; United Kingdom; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Erkenntnistheorie; Vergleichende Erziehungswissenschaft; Ausland; Politikfeldanalyse; Geistesgeschichte; Bildungsforschung; Pädagogische Forschung; Moral value; Ethischer Wert; Forschungskritik; Bildungsphilosophie; Erziehungsphilosophie; Lösungsstrategie; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Belief; Glaube; Großbritannien; USA
Abstract	This article argues that the Seven Solutions in the US, and the Research Excellence Framework in the UK, manifest the vice of epistemic insensibility. Section I provides an overview of Aristotle's analysis of moral vice in people. Section II applies Aristotle's analysis to epistemic vice, developing an account of epistemic insensibility. In so doing, it contributes a new epistemic vice to the field of virtue epistemology. Section III argues that the (US) Seven Breakthrough Solutions and, to a lesser extent, the (UK) Research Excellence Framework manifest two key features of the vice of epistemic insensibility. First, they promote a failure to desire, consume, and enjoy some knowledge that it is appropriate to desire, consume, and enjoy. Second, they do so because they wrongly assume that such knowledge is not epistemically good. The Solutions wrongly assume that any research that lacks "impact", in the form of funding, thereby lacks epistemic value. The REF wrongly assumes of otherwise comparable bodies of research, that the research that lacks "impact" has less epistemic value. (Contains 1 table and 30 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10