Paul Weithman
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780226259345
- eISBN:
- 9780226259512
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226259512.003.0004
- Subject:
- Education, Higher and Further Education
This chapter offers a view of the aims of university teaching. The author depicts and defends a particular conception of the professor-student relationship and then uses this conception to develop a ...
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This chapter offers a view of the aims of university teaching. The author depicts and defends a particular conception of the professor-student relationship and then uses this conception to develop a view of what the aims of teaching must be. The conception of the relationship developed is one of “academic friendship.” Situated within a broadly Aristotelian theory of friendship, the academic friendship between professor and student is said to identify, among other things, the following aims of teaching: encourage students to be moved by the authority of reason, expand their imaginative capacities, and develop admiration for the complexity of intellectual questions and for the human achievement that is the pursuit of those questions. The chapter ends by considering the objection that this notion of academic friendship and the goals it sets out for teaching are too ideal.Less
This chapter offers a view of the aims of university teaching. The author depicts and defends a particular conception of the professor-student relationship and then uses this conception to develop a view of what the aims of teaching must be. The conception of the relationship developed is one of “academic friendship.” Situated within a broadly Aristotelian theory of friendship, the academic friendship between professor and student is said to identify, among other things, the following aims of teaching: encourage students to be moved by the authority of reason, expand their imaginative capacities, and develop admiration for the complexity of intellectual questions and for the human achievement that is the pursuit of those questions. The chapter ends by considering the objection that this notion of academic friendship and the goals it sets out for teaching are too ideal.
Harry Brighouse and Michael McPherson (eds)
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780226259345
- eISBN:
- 9780226259512
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226259512.001.0001
- Subject:
- Education, Higher and Further Education
The book is a collection of essays about ethical issues arising in selective higher education. The chapters, all by distinguished scholars, including one eminent university president, address the ...
More
The book is a collection of essays about ethical issues arising in selective higher education. The chapters, all by distinguished scholars, including one eminent university president, address the following issues: what are the proper aims of the university and what role do the liberal arts play in fulfilling those aims?: what is the justification of the humanities; how should we conceive of critical reflection, and how should we teach it to our students?; how should professors approach their intellectual relationship with their students?; how should academics approach the problems raised by social epistemology (like the novice-expert problem) in their curriculum design and pedagogical practices?; what obligations do elite institutions have to correct for the contribution they have made, over time, to racial inequality?; and how can the university serve as a model of justice for its students? It concludes with a brief essay suggesting further avenues for research.Less
The book is a collection of essays about ethical issues arising in selective higher education. The chapters, all by distinguished scholars, including one eminent university president, address the following issues: what are the proper aims of the university and what role do the liberal arts play in fulfilling those aims?: what is the justification of the humanities; how should we conceive of critical reflection, and how should we teach it to our students?; how should professors approach their intellectual relationship with their students?; how should academics approach the problems raised by social epistemology (like the novice-expert problem) in their curriculum design and pedagogical practices?; what obligations do elite institutions have to correct for the contribution they have made, over time, to racial inequality?; and how can the university serve as a model of justice for its students? It concludes with a brief essay suggesting further avenues for research.
