Understanding self-reflexivity and personal responsibility in higher education

• The purpose of the study from which this paper emanates is to investigate and discuss how aspects of professional and civic responsibility in higher education can be motivated in terms of self-reflexivity. The research questions are: What kinds of arguments are provided by social theory and educational policy regarding the role of higher education and self-reflexivity? Which specific cultural life styles for students and institutions are established through the different arguments? What are the concepts and views suitable for a theory of self-reflexivity in higher education? In the paper we draw on mainly Dewey’s concept of individuality and on arguments promoting the university as an open reflexive institution supporting students’ autonomy. By discursive text analysis, we study the arguments provided by social theory and Swedish educational policy (1990-2006). Our findings show that social theory stresses the critical role of higher education and provides arguments for a self reflexive life style. Educational policy tends to stress the economic role of higher education and thereby promotes a more instrumental life style. However, our analysis indicates that the educational policy area simultaneously represents a complex net of interwoven and ambiguous aims, which makes it impossible to reduce higher education to an institution living or promoting only one life style.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

SOCIAL SCIENCES

SAMHÄLLSVETENSKAP

Social sciences

Socialvetenskap

Education

Pedagogik

Pedagogik

Education

Publikations- och innehållstyp

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