— By Tessa DeLaquil
It seems that a somewhat curious dualism exists in the methodological approach to research in our social-scientific field of higher education. On the one hand, we are empiricists, strictly following the rule of objectivism and the analytic scientific method, eschewing all but the observable and the factual. On the other, we engage wholeheartedly with value and subjectivism, partaking in hermeneutic methodology to interpret the influence of the social institution of higher education on the human person and on various sectors of society.
Year: 2020
A hopeful tale of student activism and citizenship in South Africa
— By Nuraan Davids
The twin forces of immense historical inequity, and deficient political will continue to hamper the depth of educational reform still required. Central to this hampering is a shallow understanding of transformation – one which continues to confuse transformation with external representation.
Is democratic education undermining public safety?
— By Scott Webster
As the world is experiencing the epidemic of COVID-19, we witness a variety of responses from political leaders. This has led many to reflect on whether responses of some authoritarian countries are being more effective than democratic ones?
Where have all the conflicts gone?
— By Ronald Barnett
In the philosophy of higher education, where have all the conflicts gone? Or, more accurately, where are the conflicts?