Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future

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Towards a university of Halbbildung : How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. / Lundbye Cone, Lucas.

In: Educational Philosophy and Theory, Vol. 50, No. 11, 17.06.2017, p. 1020-1030.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Lundbye Cone, L 2017, 'Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future', Educational Philosophy and Theory, vol. 50, no. 11, pp. 1020-1030. https://doi.org/10.1080/00131857.2017.1341828

APA

Lundbye Cone, L. (2017). Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. Educational Philosophy and Theory, 50(11), 1020-1030. https://doi.org/10.1080/00131857.2017.1341828

Vancouver

Lundbye Cone L. Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. Educational Philosophy and Theory. 2017 Jun 17;50(11):1020-1030. https://doi.org/10.1080/00131857.2017.1341828

Author

Lundbye Cone, Lucas. / Towards a university of Halbbildung : How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. In: Educational Philosophy and Theory. 2017 ; Vol. 50, No. 11. pp. 1020-1030.

Bibtex

@article{007de68f742640f193f875d01815fef0,
title = "Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future",
abstract = "Responding to the structural and discursive changes that have (re)shaped the area of higher education in Europe over the last decades, the paper presents an analysis of how and with what educational consequences the purpose and value of higher education governance has shifted towards market-relevance and impact as the primary legitimizing factors in institutional quality assessments. The style will be asyndetic: rather than focus on single policy-documents, I purport to avail the justifications of the recent decades{\textquoteright} higher education policy through highlighting the use of specific words and certain arguments across a range of documents from the most prominent transnational actors and educational policy-makers in the field. Applying Theodor Adorno{\textquoteright}s theory of Halbbildung (half-education), I go on to present the notion of Halbbildung as a conceptual lens for unveiling some of the teleological issues at stake in the current proposed purposes and modes of higher education governance. Paraphrasing Adorno{\textquoteright}s call for commitment to educational authorities, I question the possibility of establishing commitment amongst students to something beyond the logics of applicable competence-building and productivity.",
author = "{Lundbye Cone}, Lucas",
year = "2017",
month = jun,
day = "17",
doi = "10.1080/00131857.2017.1341828",
language = "English",
volume = "50",
pages = "1020--1030",
journal = "Educational Philosophy and Theory",
issn = "0013-1857",
publisher = "Routledge",
number = "11",

}

RIS

TY - JOUR

T1 - Towards a university of Halbbildung

T2 - How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future

AU - Lundbye Cone, Lucas

PY - 2017/6/17

Y1 - 2017/6/17

N2 - Responding to the structural and discursive changes that have (re)shaped the area of higher education in Europe over the last decades, the paper presents an analysis of how and with what educational consequences the purpose and value of higher education governance has shifted towards market-relevance and impact as the primary legitimizing factors in institutional quality assessments. The style will be asyndetic: rather than focus on single policy-documents, I purport to avail the justifications of the recent decades’ higher education policy through highlighting the use of specific words and certain arguments across a range of documents from the most prominent transnational actors and educational policy-makers in the field. Applying Theodor Adorno’s theory of Halbbildung (half-education), I go on to present the notion of Halbbildung as a conceptual lens for unveiling some of the teleological issues at stake in the current proposed purposes and modes of higher education governance. Paraphrasing Adorno’s call for commitment to educational authorities, I question the possibility of establishing commitment amongst students to something beyond the logics of applicable competence-building and productivity.

AB - Responding to the structural and discursive changes that have (re)shaped the area of higher education in Europe over the last decades, the paper presents an analysis of how and with what educational consequences the purpose and value of higher education governance has shifted towards market-relevance and impact as the primary legitimizing factors in institutional quality assessments. The style will be asyndetic: rather than focus on single policy-documents, I purport to avail the justifications of the recent decades’ higher education policy through highlighting the use of specific words and certain arguments across a range of documents from the most prominent transnational actors and educational policy-makers in the field. Applying Theodor Adorno’s theory of Halbbildung (half-education), I go on to present the notion of Halbbildung as a conceptual lens for unveiling some of the teleological issues at stake in the current proposed purposes and modes of higher education governance. Paraphrasing Adorno’s call for commitment to educational authorities, I question the possibility of establishing commitment amongst students to something beyond the logics of applicable competence-building and productivity.

UR - http://www.scopus.com/inward/record.url?scp=85020519840&partnerID=8YFLogxK

U2 - 10.1080/00131857.2017.1341828

DO - 10.1080/00131857.2017.1341828

M3 - Journal article

AN - SCOPUS:85020519840

VL - 50

SP - 1020

EP - 1030

JO - Educational Philosophy and Theory

JF - Educational Philosophy and Theory

SN - 0013-1857

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ER -

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