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CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2016,50(3):351-370
The orthodox view on higher education financing is that students should bear some of the costs of attending and, where necessary, meet that cost through debt financing. New economic realties, including protracted economic slowdown and increasing austerity of the state with respect to the public funding of goods and services has meant that the same generation who have to borrow the most in order to attend face significantly fewer employment prospects upon graduation. In this context, is the current approach of shifting the costs of post‐secondary education from the general public to individual students justified? Most debate on the issue has focused on the demands of distributive justice within the modern higher education system and on the whole accepts the idea that students ought to pay. I argue that distributive arguments alone are insufficient because they tacitly endorse the provision of higher education as being much like a consumer's choice. As an alternative, I explore the place and importance of higher education in supporting personal autonomy as a central liberal democratic value. I then argue that debt financing of higher education places unreasonable constraints on student's choices with respect to the kind of democratic citizens that they would otherwise aspire to be. This constraint has negative implications for the wellbeing of individual students and the larger society. 相似文献
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MARTIN HOLLIS 《Journal of Philosophy of Education》1989,23(2):185-193
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LESLIE MUSTOE 《European Journal of Engineering Education》1995,20(3):313-323
This paper begins by looking at the views of industrialists on the kind of mathematics which they believe should be taught to engineering undergraduates. As might be expected, these views are diverse and at times contradictory. Opinions expressed by representatives of chartered institutions and by academics, from both engineering departments and mathematics departments, are also considered. The second part of the paper draws common threads from the collection of opinions and argues the case for mathematics to be regarded as a full engineering subject. Then it takes a critical look at the mathematics being taught and gives a realistic overview of the role of the computer in the teaching of mathematics to engineers. Finally, some broad principles for a future curriculum are stated and a positive way forward is advocated. 相似文献
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MARTIN WENHAM 《Journal of Philosophy of Education》1991,25(2):235-246
ABSTRACT The teaching-learning process is of central importance in education. By developing a concept of effective teaching and a corresponding model of the teaching-learning process, it is argued that unless the needs of pupils are to be disregarded, teachers must become co-learners and responsibility for quality of education must be shared. Education is seen as an interactive process in which teachers and pupils participate co-operatively. It is shown that this concept, already implicit in much educational thought and practice, can contribute to more flexible and rational policy-making. 相似文献