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  1. Higher Education, Pedagogy and the ‘Customerisation’ of Teaching and Learning.Kevin Love - 2008 - Journal of Philosophy of Education 42 (1):15-34.
    It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures (Preston, 2001). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. The paper (...)
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  • Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity.Ariel Sarid - 2017 - Educational Philosophy and Theory 49 (5):462-472.
    Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman’s concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and practitioners. The aim of this article is to assess Bauman’s prognosis and diagnosis for education in liquid modernity and argue that even if one generally accepts Bauman’s portrayal of current society, his (...)
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  • The Challenges of Revitalizing an Indigenous and Afrocentric Moral Theory in Postcolonial Education in Zimbabwe.Pascah Mungwini - 2011 - Educational Philosophy and Theory 43 (7):773-787.
    This work contributes to the philosophical debate on the normative dimension of postcolonial education in Zimbabwe. The work is a reaction to revelations made by the Commission of Inquiry into Education and Training of 1999 and its concomitant recommendations. Among its many observations, the Commission noted that there was a worrisome development concerning the normative dimension of the country's education, which needed to be addressed by the introduction and strengthening of an indigenous moral theory of unhu/ubuntu in the education system. (...)
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  • A Justification, after the Postmodern Turn, of Universal Ethical Principles and Educational Ideals1.Mark Mason - 2005 - Educational Philosophy and Theory 37 (6):799-815.
    The implementation of education programmes in different cultures invites the question whether we are justified in doing so in cultures that may reject the programmes’ underlying principles. Are there indeed ethical principles and educational ideals that can be justified as applicable to all cultures? After a consideration of Zygmunt Bauman's postmodern rejection of the possibility of universal ethics, Ι cite and extend Harvey Siegel's defence of multiculturalism as a transcultural ethical ideal. I conclude the paper with a justification of the (...)
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  • Higher education, pedagogy and the 'customerisation' of teaching and learning.Kevin Love - 2008 - Journal of Philosophy of Education 42 (1):15-34.
    It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. (...)
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  • The young adult’s perception of religion and formal structures: A postmodern perspective.Herna Hall & C. S. L. Delport - 2013 - HTS Theological Studies 69 (1).
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