Putting the Epistemology Back: Writing against Ontology in HE Philosophy

Autor/in	Hanson, Steve
Titel	Putting the Epistemology Back: Writing against Ontology in HE Philosophy
Quelle	In: Journal for Critical Education Policy Studies, 15 (2017) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Epistemology; Educational Policy; Higher Education; Teaching Methods; Educational Trends; Criticism; Commercialization; Educational Theories; Humanism; Political Attitudes; Educational Change; Ethics; Guidelines; Foreign Countries; Political Influences; United Kingdom + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Kritik; Educational theory; Theory of education; Bildungstheorie; Humanismus; Political attitude; Politische Einstellung; Bildungsreform; Ethik; Richtlinien; Ausland; Political influence; Politischer Einfluss; Großbritannien
Abstract	This paper outlines clear signs of market-led instrumentalisation for HE cultures in Britain, before critiquing the "ontological turn" in HE theory and its intrinsic political abdication from those signs. It focuses on a paper by Ronald Barnett to both diagnose the problem, which is a "precarité" that is ghosted in his work, rather than explicitly posited, before identifying a possible new approach to the problems of the ontological turn in post-foundational humanism. This paper also critiques the philosophical use of the ontological turn per se, particularly in the face of a conservative political shift in Britain. It both agrees and differs with Barnett's advocacy, but ultimately uses his paper as a springboard to an alternative set of philosophical and ethical frameworks that might be offered to replace the ontological turn, along with a full justification. To make that case, this paper outlines the emerging work of Marcus Morgan and the possibility of a neo-humanist, post-foundational turn. This paper ultimately critiques a large philosophical trend within current HE pedagogy, and therefore is of relevance to international HE practitioners of all subjects. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01