治疗大学

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2024-07-09 DOI:10.1007/s11024-024-09539-x
Joseph C. Hermanowicz
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引用次数: 0

摘要

一般认为,大学是根据系统研究和学术成果形成的编纂体扩展知识的组织。本文探讨了当代高等教育中出现的一种竞争日益激烈的组织形式:治疗型大学。治疗型大学是最近出现的一种现象,它以情感为前提,目标是尽可能让学生有舒适的体验。文章讨论了治疗型大学的组织形态,指出了其中的一些做法。这些实践在大学的理性-普遍性取向和情感-特殊性取向之间展开了一场较量。文章解释了这一组织形式产生的原因及其意图。它的运作陷入了一个重大的悖论:正如其身份所暗示的那样,治疗型大学的姿态是为了做好事,但它的做法却削弱了学生和高等教育的能力。广大社会赋予高等教育的使命也因此容易丧失信心。文章最后讨论了如何使大学摆脱支持其当今治疗倾向的条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Therapeutic University

Universities are generally understood as organizations that extend knowledge based on codified bodies of work developed from systematic research and scholarship. This article examines the emergence of an organizational form that increasingly competes in contemporary higher education: the therapeutic university. A recent phenomenon, the therapeutic university is predicated on emotion in which the goal is to make the experience as a student as comfortable as possible. The article discusses organizational morphology of the therapeutic university by identifying practices within it. The practices establish a contest between a rational-universalistic orientation of the university on the one hand and an emotion-particularistic orientation on the other. The article provides an explanation for why this organizational form arose and what it purports to accomplish. Its operations are ensnared by major paradox: as its identity implies, the therapeutic university postures to do good, but its practices, it is argued, debilitate students and higher learning. The mandate that the broader society gives to higher education is thereby susceptible to lost confidence. The article concludes by discussing a way in which universities may be inoculated from the conditions that support their present-day therapeutic proclivities.

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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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