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Philosophical education and cultural relevance: discipline-affirmation in the context of the knowledge economy

Lookup NU author(s): Professor David RoseORCiD

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This is the authors' accepted manuscript of an article that has been published in its final definitive form by Routledge, 2013.

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Abstract

The paper proposes a discipline-affirming response to the challenge facing Higher Education in the context of the knowledge economy. It resists the drive to reduce the value of a humanities based education to the mere production of skills and instead affirms the substantial body of knowledge of specific disciplines. It uses as its model the degree programme in Philosophical Studies at Newcastle University in order to show how a discipline-affirming approach to learning has the advantage of not only developing and making students aware of educational skills that can contribute to the knowledge economy, but doing so without downgrading the worth of the knowledge and concepts of the students' discipline. The aim of the present paper is to demonstrate that a learner involved in a personalized, object-based project will not view the acquisition of knowledge as merely a means to an end and also be able to communicate the value of the knowledge gained to laypeople.

Publication metadata

Author(s): Rose DE

Publication type: Article

Publication status: Published

Journal: Journal of Further and Higher Education

Year: 2013

Volume: 37

Issue: 2

Pages: 242-260

Print publication date: 24/01/2012

Date deposited: 29/03/2012

ISSN (print): 0309-877X

ISSN (electronic): 1469-9486

Publisher: Routledge

URL: http://dx.doi.org/10.1080/0309877X.2011.645450

DOI: 10.1080/0309877X.2011.645450

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