Abstracts
Abstract
The pandemic has made the mass remote delivery of higher education more plausible as a general direction for growth in the long-term. Choosing between this general direction and the status quo introduces various ethical dilemmas having to do with the basic aims and values of higher education. A move to remote learning as the institutional norm may set back some of these aims and values while advancing others. However, we also argue that complicating the assessment of these dilemmas is epistemic uncertainty about the traditional (i.e., late-twentieth-century) institutional context and what makes that context educationally worthwhile. Addressing these dilemmas requires a better understanding of what an educational institution is as well as those respects in which it adds value to society’s educational projects.
Appendices
Bibliography
- Cohen, G. A. (1997). Where the action is: On the site of distributive justice. Philosophy & Public Affairs, 26(1), 3–30.
- Martin, C. (2022). The right to higher education: A political theory. Oxford: Oxford University Press.
- Miller, S. (2010). The moral foundations of social institutions: A philosophical study. Cambridge: Cambridge University Press.
- Morton, J. M. (2016). Unequal classrooms: Online higher education and non-cognitive skills. Philosophical Inquiry in Education, 23(2), 97–113.
- Morton, J. M. (2019). Moving up without losing your way. Princeton: Princeton University Press.
- O’Brien, D. (Forthcoming). “How far can political liberalism support reforms in higher education?” Social Theory & Practice.
- Searle, J. (2010). Making the social world: The structure of human civilization. Oxford: Oxford University Press.
- Trow, M. (1989). The Robbins trap: British attitudes and the limits of expansion. Higher Education Quarterly, 43(1), 55–75.
- White, J. (1997). Philosophy and the aims of higher education. Studies in Higher Education, 22(1), 7–17.
10.7202/1070457ar