Contestation of the ends of higher education and the disciplinary voice

Book chapter


Quilter, John Gerard. (2017). Contestation of the ends of higher education and the disciplinary voice. In Civil Society, Education and Human Formation: Philosophy's Role in a Renewed Understanding of Education pp. 196-208 Routledge. https://doi.org/10.4324/9781315199405
AuthorsQuilter, John Gerard
Abstract

This chapter argues that the ends of higher education are contestable given the involvements of HEIs in the wide range of aspects of modern society that it is involved in and the mutual obligations arising from its funding. It argues that these ends are properly contested in a modern liberal democratic society and that many voices should be heard about this matter. The chapter argues that the disciplinary voice adds important and telling insights and constraints on certain matters in teaching and learning in undergraduate education and in understanding the point of higher degree by research (HDR) studies more cogently and organising them sensibly. 'Constructive alignment' in higher education teaching theory is a name for the theory of John Biggs and Catherine Tang in which they bring together two lines of thought about teaching practice in higher education. Constructive alignment is really the merest common sense in higher educational teaching.

KeywordsEducation
Page range196-208
Year01 Jan 2017
Book titleCivil Society, Education and Human Formation: Philosophy's Role in a Renewed Understanding of Education
PublisherRoutledge
Place of publicationUnited States
Edition43
ISBN9781138713109
Digital Object Identifier (DOI)https://doi.org/10.4324/9781315199405
Web address (URL)https://www.taylorfrancis.com/chapters/edit/10.4324/9781315199405-13/contestation-ends-higher-education-disciplinary-voice-john-quilter?context=ubx&refId=e4712fe1-1cb2-4eb8-8df8-d436449e163f
Open accessPublished as non-open access
Research or scholarlyResearch
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online19 Apr 2017
Publication process dates
Deposited25 Jan 2024
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