Wake Up and Smell the New Epistemology

Autor/in	Clydesdale, Tim
Titel	Wake Up and Smell the New Epistemology
Quelle	In: Chronicle of Higher Education, 55 (2009) 20, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Stellungnahme; Liberal Arts; Epistemology; Higher Education; College Faculty; Administrators; Interviews; College Students; General Social Survey + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Interviewing; Interviewtechnik; Collegestudent
Abstract	For decades, professors and administrators espoused notions like "knowledge for knowledge's sake" and "the transformative power of the liberal arts," paying little heed as the American populace shifted from widespread respect for the academy to considerable skepticism of it. Today's students occupy the leading edge of that popular shift, with little interest in perceived elitist notions that professors and administrators appear to readily consume. While students often report satisfaction with their institution and its faculty, after interviewing some 400 students on 34 campuses nationwide, the author found few in awe of their institutions or faculty, many averse to lectures, and most ambivalent about anyone's knowledge claims other than their own. Short of fame or a lottery win, today's students recognize that a college degree is the minimum credential they will need to attain their desired standard of living (and hence "happiness"). So this new epistemology produces a student who appears polite and dutiful, but cares little about course work, the larger questions it raises, or the value of living an examined life. The author offers suggestions on what professors can do to reverse this tide of skepticism among students. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10