Foundational values in university education: an historical understanding of values in practice

Abstract

Foundational values in a university classroom: Understanding values in practice explores the way in which philosophy of education and ethics is a values enterprise and that an exploration of values is necessary to work out the full purpose of a higher education to guide practices and help academics understand academic work. Philosophy of education and ethics inform thinking and actions and although this is well recognized, values philosophy of education and ethics are seldom brought to the forefront of inquiries as practices in higher education are developed. This book argues that by putting philosophy of education and ethics firmly on the agenda of those who teach work and learn in higher education, the academic profession can open up new spaces for moral education conversations and potentially transform the way in which they practice. Foundational values in a university classroom: Understanding values in practice is key reading for university lecturers, those with responsibility for leadership and management of higher education. There are few books that directly address the broad and complex question of foundational values in a university classroom: Understanding values in practice in teaching in higher education, yet at the same time, values are widely recognized as permeating all our practices. In this sense, an accepted part of academic life remains in the realm of “taken for granted” rather than being consciously and explicitly explored and practiced. The book deals with the idea of values in both a philosophical and practical manner. It is based on original research and uses both empirical data and theory to address teaching values in higher education and the current values of the higher education system. It explores what academics have valued historically in teaching and also addresses the major reforms of the 21st century. Reforms have essentially changed the nature of African higher education but have made little real difference to the outcomes for student learning and society, whereas teaching with values in all subjects has the potential to radically alter student experiences.