03186nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001800153072001600171072002300187072001500210100007600225245010800301250001800409264006900427300003500496336002600531337002600557338003600583347002400619490008400643505047400727520108101201650002302282650002702305650002702332650002202359650002102381650002802402710003402430773002602464776003602490776003602526776003602562830008402598856004602682978-3-031-76017-4DE-He21320251030113249.0cr nn 008mamaa241028s2024    sz |    s    |||| 0|eng d  a97830317601747 a10.1007/978-3-031-76017-42doi 4aLB2300-2799.3 7aJNM2bicssc 7aEDU0150002bisacsh 7aJNM2thema1 aFuller, Steve.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aTo Judge and To Justifyh[electronic resource] :bProfiles of the Academic Vocation /cby Steve Fuller.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXIII, 194 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aEvaluating Education: Normative Systems and Institutional Practices,x2570-026X0 aChapter 1. Introduction: Judgement and Explanation as Uniquely Transferable Academic Skills -- Chapter 2. Plato’s Legacy -- Chapter 3. Bacon’s Legacy -- Chapter 4. Kant’s Legacy -- Chapter 5. Whewell’s Legacy -- Chapter 6. Wittgenstein’s Legacy -- Chapter 7. Feyerabend’s Legacy -- Chapter 8. Rawls’ and Nozick’s Legacy -- Chapter 9. Rorty’s Legacy -- Chapter 10. Conclusion: Knowledge as a Global Public Good as the Goal of Judgement and Explanation.  aThis book argues that judging and justifying are the two skills that specifically require academic training. In the current times, where the value of a university degree is increasingly questioned, it’s important to emphasize the significance of these skills. This volume addresses that universities are not necessarily stressing these skills, preferring instead to focus on the delivery of ‘content’ and the provision of ‘credentials’. Its main focus is on articulating the positive case for the university’s focus on judging and explaining as its core ‘transferable skills.’ It involves examining the historical and philosophical case for this claim, canvassing arguments made – and the example set -- by Plato, Francis Bacon, Immanuel Kant, William Whewell, Ludwig Wittgenstein, Paul Feyerabend, Richard Rorty, John Rawls and Robert Nozick – as well as considering how they might be realized in today’s world. This book extends the arguments in Fuller’s recent book, Back to the University’s Future: The Second Coming of Humboldt (Springer, 2023). 0aEducation, Higher. 0aResearchxMethodology. 0aEducationxPhilosophy.14aHigher Education.24aResearch Skills.24aEducational Philosophy.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303176016708iPrinted edition:z978303176018108iPrinted edition:z9783031760198 0aEvaluating Education: Normative Systems and Institutional Practices,x2570-026X40uhttps://doi.org/10.1007/978-3-031-76017-4