Download Bounds of Democracy: Epistemological Access in Higher by Wally Morrow PDF

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By Wally Morrow

Spanning pivotal years within the ancient democratization of South Africa, this research offers a trenchant mirrored image of upper schooling in transition. Penned by means of considered one of South Africa’s preferable philosophers of schooling, the critique grapples with very genuine issues in better schooling policymaking and perform, together with stakeholder politics, institutional cultures, and curriculum transformation and interrogation of the functionality of upper schooling associations in smooth societies. Exposing the tensions among egalitarian rules and the character of upper wisdom, the essays increase inquiries to which there are no simple solutions. With attribute rigor, the research seems into the assumptions underlying a lot of the considering those questions and concludes failure to sharpen pondering round better education is a failure to acknowledge the epistemic worth of educational perform in a constructing democracy.

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Extra resources for Bounds of Democracy: Epistemological Access in Higher Education

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Za It is at our collective peril that we fail to understand that educational resources and goods cannot be conceived of as commodities which, like cash or food, for instance, can be simply redistributed by political fiat or market forces. The most crucial educational resources and goods we have at our disposal are competent and committed teachers and stable and successful institutions. Such resources and goods are much more fragile than is commonly imagined, and if we lose them they cannot be replaced, at least not in the short term.

Two central features of that culture are: • a picture of teaching2 which centres around situations of co-presence, and • an idea of higher education institutions as competitively independent. Other features of the traditional culture of Higher Education, such as its high costs, its elitism, and so on, flow out of these central features. In Chapter 5 of the Report we find a statement of four elements of a vision for a transformed higher education system (pp. 70–71), of six principles that should guide the restructuring of the current system (pp.

But, as social scientists, we should not be taken in by any of these versions of the denial that there are significantly different kinds of challenge to a knowledge claim. To challenge a claim to knowledge is not merely to reject it. Rejection is easy; challenge is more arduous. 8 It is easy enough, for example, merely to ‘reject’ a theory in advanced nuclear physics, but to ‘challenge’ it I need both to understand that theory – itself unlikely without some education in the relevant fields – and to be able to appeal to some evidence that is relevant in assessing the warrant for that theory.

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