Towards a University of "Halbbildung": How the Neoliberal Mode of Higher Education Governance in Europe Is Half-Educating Students for a Misleading Future

Autor/in	Lundbye Cone, Lucas
Titel	Towards a University of "Halbbildung": How the Neoliberal Mode of Higher Education Governance in Europe Is Half-Educating Students for a Misleading Future
Quelle	In: Educational Philosophy and Theory, 50 (2018) 11, S.1020-1030 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lundbye Cone, Lucas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2017.1341828
Schlagwörter	Neoliberalism; Higher Education; Educational Philosophy; Governance; Educational Change; Educational Quality; Educational Policy; Competence; Productivity; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Quality of education; Bildungsqualität; Politics of education; Kompetenz; Produktivität; Ausland; Europa
Abstract	Responding to the structural and discursive changes that have (re)shaped the area of higher education in Europe over the last decades, the paper presents an analysis of how and with what educational consequences the purpose and value of higher education governance has shifted towards market-relevance and impact as the primary legitimizing factors in institutional quality assessments. The style will be asyndetic: rather than focus on single policy-documents, I purport to avail the justifications of the recent decades' higher education policy through highlighting the use of specific words and certain arguments across a range of documents from the most prominent transnational actors and educational policy-makers in the field. Applying Theodor Adorno's theory of Halbbildung (half-education), I go on to present the notion of Halbbildung as a conceptual lens for unveiling some of the teleological issues at stake in the current proposed purposes and modes of higher education governance. Paraphrasing Adorno's call for commitment to educational authorities, I question the possibility of establishing commitment amongst students to something beyond the logics of applicable competence-building and productivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01