Moral Collapse of the University: Professionalism, Purity, and Alienation

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Editorial Reviews

Wilshire philosophy, Rutgers looks behind the shift of focus from teaching to research in universities, and sees a tight-knit fraternity bound by archaic initiation, purification, and exclusionary practices. He recommends some changes. Annotation c. Book News, Inc., Portland, OR
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Product Details

  • ISBN-13: 9780791401972
  • Publisher: State University of New York Press
  • Publication date: 1/28/1989
  • Series: SUNY Series, the Philosophy of Education
  • Edition description: New Edition
  • Pages: 287
  • Product dimensions: 6.10 (w) x 9.22 (h) x 0.79 (d)

Table of Contents




Part One: The Academic Professional: Problems of Self-Knowledge and Education

I. Alienation

II. What is the Educating Act?

III. Crisis of Authority and Identity: The Inevitability of Professionalism

IV. The Professionalization of the University

Part Two: Academic Professionalism and Identity: Rites of Purification and Exclusion

V. A Specimen Case of Professionalizing a Field of Learning: Philosophy

VI. Eccentricities and Distortions of Academic Professionalism

VII. Academic Professionalism as a Veiled Purification Ritual

VIII. Pollution Phenomena: John Dewey's Encounter with Body-Self

Part Three: Reorganizing the University

IX. Revolutionary Thought of the Early Twentieth Century: Reintegrating Self and World and a New Foundation for Humane Knowledge

X. The Reactionary Response of Positivism: Cementing Purification, Professionalism Segmentation in the University

XI. Recovering from Positivism and Reorganizing the University

XII. Reclaiming the Vision of Education: Redefining Definition, Identity, Gender



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  • Anonymous

    Posted November 17, 2004

    Return education to the college campus

    This book strikes at the very heart of the artificiality that infects the 'learning' process at the university level. The divorce of abstract learning from the 'reality' of three demension living (one might also add the fourth demension of 'time', renders the university experience, at least at the undergraduate level, an exercise in abstract linguistics. One might identify this imbalance as essentialism blurring existentialism. Students become bored and dumbfounded when the gulf between 'learning - knowledge' and the 'totality of being' is separated beyond recognition. Added to this miasma of confusion is the reluctance of professorial faculty to engage in the true work of the university - to teach. This is a book that should be read by university administrations and above all, those supposedly dedicated to the art and science of teaching.

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