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Tagged: academia

Academia / International / Reflections on Ukraine / War

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Academic Dialogue Against the Background of War

A photograph of a destroyed and rusted military vehicle on St. Michael's Square, Kyiv. Behind the dark vehicle, you can see a colourful church tower with a golden dome.
St. Michael’s Square, Kyiv, June 2022. Photograph by Aaron J Wendland

This is a guest post by Dr Nataliia Viatkina (National Academy of Sciences of Ukraine/American University Kyiv), as part of the Reflections on the Russia-Ukraine War series, organized by Aaron James Wendland. This is an edited version of an article published in Studia Philosophica Estonica. Justice Everywhere will publish edited versions of several of the papers from this special issue over the next few weeks.

A recent issue of Aeon featured an article entitled, “The Missing Conversation”, with the subtitle, “To the detriment of the public, scientists and historians don’t engage with one another. They must begin a new dialogue.” The article amounts to a conversation between the famous scientists and historians of science, Professors Lorraine Daston and Peter Harrison. What is their conversation about?

As it turns out, one reason for their discussion is the question: Would a boycott of Russian scientists be an effective protest against the Russian invasion of Ukraine? This is not the only question—there are several others, and all of them lead to the article’s main topic: scientists and historians have stopped communicating with each other. Both Professors believe that now is the time to resume the dialogue. 

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Academia / Education / General / Pedagogy / Public Philosophy / Teaching Philosophy / Technology

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From the Vault: Universities, Academia and the academic profession

While Justice Everywhere takes a short break over the summer, we recall some of the highlights from our 2023-24 season. 

Trinity College Library, Dublin. antomoro (FAL or FAL), via Wikimedia Commons

Here are a few highlights from this year’s posts relating to academia, the modern university, and the academic profession:

Stay tuned for even more on this topic in our 2024-25 season!

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Justice Everywhere will return in full swing in September with fresh weekly posts by our cooperative of regular authors (published on Mondays), in addition to our Journal of Applied Philosophy series and other special series (published on Thursdays). If you would like to contribute a guest post on a topical justice-based issue (broadly construed), please feel free to get in touch with us at justice.everywhere.blog@gmail.com.

Academia / Distribution

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An alternative procedure for allocating research grants

This is a guest post by Louis Larue, Marie Skłodowska-Curie Postdoctoral Fellow at Aalborg University.

Applying for external funding is an integral part of academic life. Universities dedicate huge amounts of resources, and often have entire teams of administrators and advisors, to help researchers obtain external grants and manage the immense load of paperwork required to administrate successful applications. Researchers and teachers, at all stages of their careers, spend considerable time and resources to write, read, revise, and submit applications. If successful, they will then have to write various reports and will be required to master the complex and often obscure language of funding agencies. At a more advanced stage of their careers, they will also dedicate a significant share of their time to reviewing and evaluating applications submitted by others and to sit in various selection committees.

In general, the evaluation procedure involves (in one or several steps) the evaluation of the scientific quality of the submitted application, by one or several peers. When all evaluations have been gathered, a selection committee usually selects successful applicants. The ideal behind this procedure (which I have only sketched here and which varies across countries and institutions) is to select, impartially, the “best” applications, that is, those with the highest level of scientific quality, properly defined.

I do not deny the value of this ideal, but it is far from realized in practice. The reform proposal that I defend below is meant to reinvigorate this ideal and salvage it from several threats.

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Academia / Education / General / Technology

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What’s really at stake with Open Access research? The Case of Sci-Hub and the “Robin Hood of Science”

A mural dedicated to Sci-Hub at UNAM. Txtdgtl, CC BY-SA 4.0 https://creativecommons.org/licenses/by-sa/4.0, via Wikimedia Commons

This is a guest post by Georgiana Turculet (Universitat Pompeu Fabra).

In his recently published “More Open Access, More Inequality in the Academia”, Alex Volacu aptly criticizes present Open Access (OA) policies for giving rise to structural inequalities among researchers, and increasing revenues only for publishers. His analysis is aimed at contextualizing some recent academic events, that is, the board of the well-known Journal of Political Philosophy resigning due to pressures from publishers to increase the intake of open access publications. However, it would benefit from considering the wider context of recent alternative form of resistance to corporate publishers’ pressures.

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Academia / Children / Education / General / Pedagogy / Teaching / Teaching Philosophy

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Modern education systems erode trust – this may be a big problem.

Photo by lauren lulu taylor on Unsplash

As teachers, our work is inescapably affected by a range of structural features such as the marketisation and commodification of higher education, the erosion of benefits and of pay, and more. Many of these have been amply studied and debated, including on this blog. Today, however, I want to discuss a relatively underexplored dimension of all this – the slow erosion of trust between staff and students.

In a (higher) education setting, trust is an important value, for several reasons. For one, students are typically young adults and being given responsibility – and being trusted with that responsibility – is an important part of the process of growing up. I’m specifically inspired here by an approach to assessment known as ‘ungrading’. Regardless of the merits of the method, Jesse Stommel’s summary of the core philosophy of ungrading is something that needs to be taken extremely seriously: ‘start by trusting students’.

But it’s also a principled point. From a broadly Kantian perspective, one important aspect of ethical behaviour is respect for others as ‘ends in themselves’. While we all may occasionally jokingly remind each other that students’ brains haven’t fully developed yet, it is important to remember that this does not mean that they lack the capacity for autonomy. Indeed, because of their age, it is perhaps more important than ever to allow them to practice, or exercise autonomy.

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Academia / General / Rights

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Language, justice, and linguistic prejudice in academia

Guest Post by Sergi Morales-Gálvez and Josep Soler

This post provides a tentative view about the justice issues that arise from linguistic prejudice in academia. It introduces the plights that affect non-native English speakers, and how these may count as forms of epistemic injustice.

Image by Melk Hagelslag from Pixabay (Free to use under Content License)

Have you ever had something to say at the tip of your tongue, but you momentarily forget the correct word to express it? We are sure that’s an experience many of us are familiar with. For people who speak two, three or even more languages on a regular basis, this can be a frequent occurrence. This is, at least, our experience as speakers of Catalan, Spanish, English, and other languages. Although a momentary lapse like this does not mean that someone is not a capable speaker of a particular language, it might be interpreted negatively.

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