Literaturnachweis - Detailanzeige
| Autor/in | Gough, Martin |
|---|---|
| Titel | The Problem of Identity for Academic Practice in Terms of Definition |
| Quelle | In: Studies in Higher Education, 39 (2014) 4, S.590-607 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075079.2012.711219 |
| Schlagwörter | College Faculty; Higher Education; Professional Identity; Teaching (Occupation); College Role; Educational Philosophy; Educational Methods; Concept Formation; Definitions; Art; Theories |
| Abstract | The experience of academic practice is significantly fragmentary. This is a problem for, amongst others, early career academics trying to step up into what they might expect to be a unitary and coherent role and for academic developers. There have been recent historical developments which have highlighted this. However, I propose that the ground for the fragmentary experience goes deeper, down to academic practice as a concept. Any claim that in principle the fragmentary experience is merely contingent is false. Contributions to the problem of definition borrowed from philosophy of art offer enlightenment, Dickie's theory enabling us to better understand academic practice as a concept in its own right. This also supplies the ground for autonomy for practitioners as freedom competently to direct their own work. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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