Justice Everywhere

a blog about philosophy in public affairs

Category: Academia (Page 1 of 5)

To Strike or Disrupt?

In this post, guest contributor Liam Shields discusses an important dilemma related to the strike in UK higher education institutions.

Members of the University and College Union, the trade union that represents many lecturers and other university staff in the UK, at 60 universities will be called upon to withdraw their labour from their employers from 25th November to 4th December. However, some are on research leave, or will not be doing any teaching on some or all strike days, so their striking will go unnoticed. The question then is: should they go on strike or not?

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Announcement: MOOC on ‘Inequality and Democracy’

This is an announcement on behalf of the Private Property and Political Power project at Utrecht University. Its members have developed a freely-available Massive Open Online Course (MOOC) entitled “Inequality and Democracy” that may be of interest to our subscribers, readers, and/or their students.

Most countries are getting more and more unequal. But the core of democracy is political equality: that everyone should have an equal say in how their country is run. Can we really expect these things to go together? Can people have equal political power while economic inequality grows and grows? Take this course and decide for yourself.

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Call for Applications: Stanford Center for Ethics Postdoctoral Fellowships

Applications are now open for several Postdoctoral Fellows at the McCoy Family Center for Ethics in Society, Stanford University. The application deadline is 9th December 2019. Below is the call: 

“For 2020-21, the McCoy Family Center for Ethics in Society seeks to appoint up to two postdoctoral fellows. Selected fellows will be designated as either General Ethics Fellows or Interdisciplinary Ethics Fellows. The two types of fellows have some distinct training opportunities and responsibilities, but they form a common community at the Center and participate together in the Center’s intellectual life. The programs are described in detail below. All applicants will be considered for both types of fellowships and do not need to tailor their application for one or the other fellowship.

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From the Vault: Good Reads on Public Philosophy

While Justice Everywhere takes a break over the summer, we recall from our archives some memorable posts from our 2018-2019 season.

Here are three good reads on issues relating to Public Philosophy that you may have missed or be interested to re-read:

Justice Everywhere will return in full swing on 2nd September with fresh weekly posts by our regular authors. If you have a suggestion for a topic or would like to contribute a guest post on a topical subject in political philosophy (broadly construed), please feel free to get in touch with us at justice.everywhere.blog@gmail.com.

From the Vault: Good Reads on Justice and the Academy

While Justice Everywhere takes a break over the summer, we recall from our archives some memorable posts from our 2018-2019 season.

Here are five good reads on issues relating to justice and/in the academy that you may have missed or be interested to re-read:

Justice Everywhere will return in full swing on 2nd September with fresh weekly posts by our regular authors. If you have a suggestion for a topic or would like to contribute a guest post on a topical subject in political philosophy (broadly construed), please feel free to get in touch with us at justice.everywhere.blog@gmail.com.

Grade Inflation, Market Ideology and the Contradictions of UK Higher Education Policy

Politicians blame academics for lowering standards, but it is caused by their own ideologically driven market reforms. A version of this post was published in the Guardian on Friday 12th July. 

The Education Secretary Damian Hinds has followed in an illustrious tradition of governments’ blaming Universities for the phenomena of grade inflation. Responding to findings by the Office for Students of an 80% rise in first class degrees (that the body claimed was ‘unexplained’), Mr Hinds attributed this problem to ‘unfair practices’ by universities. It follows his comments last year that ‘institutions should be accountable for maintaining the value of the degrees they award’, with the threat of fines for institutions who fail to comply.

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Universities and Democratic Legitimacy (Part 2)

In part 1 of this post I outlined an account of the mainstream liberal view about academic freedom, free speech, and their overlapping democratic purposes. According to this account the university should have an academic zone, protected by academic freedom, and aimed at furthering democratic competence, and it should also have a free speech zone, aimed at supporting democratic legitimation.

I think there’s a problem with this picture. Roughly, what goes on in the academic zone is compromised by what goes on in the free speech zone. The intellectual aims that the university is meant to serve, with a view to furthering our democratic competence, can be undermined by the kind of free speech culture that takes root in universities.

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Universities and Democratic Legitimacy (Part 1)

Free speech is vital to democracy. Alexander Meiklejohn offered a powerful defense of this idea in the mid-20th century, and since then it has gravitated towards centre stage in free speech discourse. The modern academic defenders of this view — people like Robert Post, Eric Heinze, and Ronald Dworkin — typically say that free speech isn’t just important for the health of a democracy, but that it’s also a necessary condition for democratic legitimacy. In a free society people are unafraid to broadcast their ethical convictions in public. There is a free press, an arts sector untouched by state censorship, and a cherished liberty for all to mock and criticise our leaders. The democratic government’s authority is legitimised partly through its upholding these freedoms.

But where does academic freedom fit into this picture? And what is the university’s role in ensuring the vitality and legitimacy of democratic society?

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What would it take to turn Facebook into a democracy?

by Severin Engelmann and Lisa Herzog*

When the relation between “Facebook” and “democracy” is discussed, the question usually is: what impact does Facebook – as it exists today – have on democratic processes? While this is an urgent and important question, one can also raise a different one: what would it mean to turn Facebook into a democracy, i.e. to govern it democratically? What challenges of institutional design would have to be met for developing meaningful democratic governance structures for Facebook?

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Justice and “Contingent Faculty”

In this post, Matthew Adams addresses the question: What are the responsibilities of university faculty who have permanent positions to those who have contingent (or non-permanent) positions, if any? 

In the United States almost three quarters of American college-level teachers/researchers are “contingent faculty.” Contingent faculty is an umbrella term for part- and full-time non-tenure-track positions. These include adjuncts, non-tenure track instructors, graduate teaching assistants, part-time lecturers*, etc. Not all faculty who are classified as contingent faculty are equally disadvantaged. For instance, some non-tenure track instructors—in contrast to almost all adjuncts—have health insurance. However, one thing is clear: few (if any) academics would choose to be part of the contingent rather than permanent faculty, at least after they have completed their graduate studies and postdocs.

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