Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education

Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the a...
Ausführliche Beschreibung

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Autor*in:	Esteban, Francisco [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	University education Wilhelm von Humboldt Cardinal John Henry Newman José Ortega y Gasset

Übergeordnetes Werk:	Enthalten in: Australian educational researcher - Lidcombe, N.S.W., 1974, 43(2016), 5 vom: 03. Okt., Seite 629-641
Übergeordnetes Werk:	volume:43 ; year:2016 ; number:5 ; day:03 ; month:10 ; pages:629-641

Links:	Volltext

DOI / URN:	10.1007/s13384-016-0217-4

Katalog-ID:	SPR031545548

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allfields	10.1007/s13384-016-0217-4 doi (DE-627)SPR031545548 (SPR)s13384-016-0217-4-e DE-627 ger DE-627 rakwb eng 370 ASE Esteban, Francisco verfasserin aut Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality. University education (dpeaa)DE-He213 Wilhelm von Humboldt (dpeaa)DE-He213 Cardinal John Henry Newman (dpeaa)DE-He213 José Ortega y Gasset (dpeaa)DE-He213 Enthalten in Australian educational researcher Lidcombe, N.S.W., 1974 43(2016), 5 vom: 03. Okt., Seite 629-641 (DE-627)375978577 (DE-600)2130100-1 2210-5328 nnns volume:43 year:2016 number:5 day:03 month:10 pages:629-641 https://dx.doi.org/10.1007/s13384-016-0217-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 43 2016 5 03 10 629-641
spelling	10.1007/s13384-016-0217-4 doi (DE-627)SPR031545548 (SPR)s13384-016-0217-4-e DE-627 ger DE-627 rakwb eng 370 ASE Esteban, Francisco verfasserin aut Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality. University education (dpeaa)DE-He213 Wilhelm von Humboldt (dpeaa)DE-He213 Cardinal John Henry Newman (dpeaa)DE-He213 José Ortega y Gasset (dpeaa)DE-He213 Enthalten in Australian educational researcher Lidcombe, N.S.W., 1974 43(2016), 5 vom: 03. Okt., Seite 629-641 (DE-627)375978577 (DE-600)2130100-1 2210-5328 nnns volume:43 year:2016 number:5 day:03 month:10 pages:629-641 https://dx.doi.org/10.1007/s13384-016-0217-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 43 2016 5 03 10 629-641
allfields_unstemmed	10.1007/s13384-016-0217-4 doi (DE-627)SPR031545548 (SPR)s13384-016-0217-4-e DE-627 ger DE-627 rakwb eng 370 ASE Esteban, Francisco verfasserin aut Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality. University education (dpeaa)DE-He213 Wilhelm von Humboldt (dpeaa)DE-He213 Cardinal John Henry Newman (dpeaa)DE-He213 José Ortega y Gasset (dpeaa)DE-He213 Enthalten in Australian educational researcher Lidcombe, N.S.W., 1974 43(2016), 5 vom: 03. Okt., Seite 629-641 (DE-627)375978577 (DE-600)2130100-1 2210-5328 nnns volume:43 year:2016 number:5 day:03 month:10 pages:629-641 https://dx.doi.org/10.1007/s13384-016-0217-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 43 2016 5 03 10 629-641
allfieldsGer	10.1007/s13384-016-0217-4 doi (DE-627)SPR031545548 (SPR)s13384-016-0217-4-e DE-627 ger DE-627 rakwb eng 370 ASE Esteban, Francisco verfasserin aut Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality. University education (dpeaa)DE-He213 Wilhelm von Humboldt (dpeaa)DE-He213 Cardinal John Henry Newman (dpeaa)DE-He213 José Ortega y Gasset (dpeaa)DE-He213 Enthalten in Australian educational researcher Lidcombe, N.S.W., 1974 43(2016), 5 vom: 03. Okt., Seite 629-641 (DE-627)375978577 (DE-600)2130100-1 2210-5328 nnns volume:43 year:2016 number:5 day:03 month:10 pages:629-641 https://dx.doi.org/10.1007/s13384-016-0217-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 43 2016 5 03 10 629-641
allfieldsSound	10.1007/s13384-016-0217-4 doi (DE-627)SPR031545548 (SPR)s13384-016-0217-4-e DE-627 ger DE-627 rakwb eng 370 ASE Esteban, Francisco verfasserin aut Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality. University education (dpeaa)DE-He213 Wilhelm von Humboldt (dpeaa)DE-He213 Cardinal John Henry Newman (dpeaa)DE-He213 José Ortega y Gasset (dpeaa)DE-He213 Enthalten in Australian educational researcher Lidcombe, N.S.W., 1974 43(2016), 5 vom: 03. Okt., Seite 629-641 (DE-627)375978577 (DE-600)2130100-1 2210-5328 nnns volume:43 year:2016 number:5 day:03 month:10 pages:629-641 https://dx.doi.org/10.1007/s13384-016-0217-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 43 2016 5 03 10 629-641
language	English
source	Enthalten in Australian educational researcher 43(2016), 5 vom: 03. Okt., Seite 629-641 volume:43 year:2016 number:5 day:03 month:10 pages:629-641
sourceStr	Enthalten in Australian educational researcher 43(2016), 5 vom: 03. Okt., Seite 629-641 volume:43 year:2016 number:5 day:03 month:10 pages:629-641
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	University education Wilhelm von Humboldt Cardinal John Henry Newman José Ortega y Gasset
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container_title	Australian educational researcher
authorswithroles_txt_mv	Esteban, Francisco @@aut@@
publishDateDaySort_date	2016-10-03T00:00:00Z
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author	Esteban, Francisco
spellingShingle	Esteban, Francisco ddc 370 misc University education misc Wilhelm von Humboldt misc Cardinal John Henry Newman misc José Ortega y Gasset Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education
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topic_title	370 ASE Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education University education (dpeaa)DE-He213 Wilhelm von Humboldt (dpeaa)DE-He213 Cardinal John Henry Newman (dpeaa)DE-He213 José Ortega y Gasset (dpeaa)DE-He213
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title	Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education
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title_full	Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education
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title_sort	standing at a hinge of history: what today’s universities can learn from past philosophies of higher education
title_auth	Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education
abstract	Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality.
abstractGer	Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality.
abstract_unstemmed	Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality.
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title_short	Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education
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up_date	2024-07-04T00:13:39.381Z
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR031545548</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220111191843.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2016 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s13384-016-0217-4</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR031545548</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s13384-016-0217-4-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Esteban, Francisco</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Standing at a hinge of history: what today’s universities can learn from past philosophies of higher education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract In recent years, university education has changed considerably, adapting to the prevailing circumstances and proving itself an essential resource in the optimisation of the professional, social and cultural domains. In short, the changes experienced by university education have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all in relation to the personal, ethical and civic development of today’s student populace. This paper focuses on these concerns, and in so doing, it revisits a past in which essential philosophical ideas were being formulated about higher education, ideas that this paper argues are highly pertinent to current reality.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">University education</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Wilhelm von Humboldt</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Cardinal John Henry Newman</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">José Ortega y Gasset</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Australian educational researcher</subfield><subfield code="d">Lidcombe, N.S.W., 1974</subfield><subfield code="g">43(2016), 5 vom: 03. Okt., Seite 629-641</subfield><subfield code="w">(DE-627)375978577</subfield><subfield code="w">(DE-600)2130100-1</subfield><subfield code="x">2210-5328</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:43</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:5</subfield><subfield code="g">day:03</subfield><subfield code="g">month:10</subfield><subfield code="g">pages:629-641</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s13384-016-0217-4</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="912" 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