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Distinctly Philosophical Challenges to Higher Education: The Role of Philosophers

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Title: Distinctly Philosophical Challenges to Higher Education: The Role of Philosophers
Language: English
Authors: Michele S. Moses (ORCID 0000-0003-3428-6927)
Source: Educational Theory. 2026 76(1):69-81.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Philosophy, Higher Education, Politics of Education, Academic Freedom, Role of Education, College Role, Universities, Educational Theories, Theory Practice Relationship
DOI: 10.1111/edth.70073
ISSN: 0013-2004
1741-5446
Abstract: How should philosophers of education engage with issues related to higher education? What do we have to offer? In this reflective article, I explore how current threats to higher education in the U.S. are distinctly philosophical, such as government challenges to both academic freedom and the core purposes of colleges and universities. This article concludes with a call for philosophers of (higher) education (along with other educational theorists) to collaborate purposefully with campus leaders in deciding how to approach and mitigate the external sociopolitical challenges faced by the university as a social institution, while also being responsive to faculty and other internal constituents' concerns.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495005
Database: ERIC
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  Data: How should philosophers of education engage with issues related to higher education? What do we have to offer? In this reflective article, I explore how current threats to higher education in the U.S. are distinctly philosophical, such as government challenges to both academic freedom and the core purposes of colleges and universities. This article concludes with a call for philosophers of (higher) education (along with other educational theorists) to collaborate purposefully with campus leaders in deciding how to approach and mitigate the external sociopolitical challenges faced by the university as a social institution, while also being responsive to faculty and other internal constituents' concerns.
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