View in EDS

The Dangers with Dogmas in Higher Education: Revisiting Dewey's Relationship between Purpose, Academic Freedom, Science, and Faith.

Saved in:
Bibliographic Details
Title: The Dangers with Dogmas in Higher Education: Revisiting Dewey's Relationship between Purpose, Academic Freedom, Science, and Faith.
Authors: Edling, Silvia (AUTHOR)
Source: Educational Theory. Jun2026, Vol. 76 Issue 3, p378-394. 17p.
Subjects: Academic freedom, Dewey, John, 1859-1952, Freedom of expression, Higher education, Reflection (Philosophy), Educational objectives, Philosophy of education, Educational ideologies
Abstract: The tendency to silence higher education teachers and students around the globe who express opinions that others regard as wrong is increasing. This lack of interest in listening to, and at times silencing, people with opposing views raises the question of what makes higher education unique and worth protecting. The aim of this article is to revisit the writings of John Dewey with regard to a) the purpose of higher education; b) the relationship between science, faith, and (academic) freedom; and c) threats to the purpose of academic freedom as a way of being more vigilant towards the current challenges to academic freedom. Drawing on Dewey's writings, the article contributes a conceptual orientation for educators and educational researchers to help them observe nuances in the public space of universities before making judgments drawing on knowledge from the past, an awareness of the human condition as a basis for science and education, and intelligent inquiry. [ABSTRACT FROM AUTHOR]
Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Description
Abstract:The tendency to silence higher education teachers and students around the globe who express opinions that others regard as wrong is increasing. This lack of interest in listening to, and at times silencing, people with opposing views raises the question of what makes higher education unique and worth protecting. The aim of this article is to revisit the writings of John Dewey with regard to a) the purpose of higher education; b) the relationship between science, faith, and (academic) freedom; and c) threats to the purpose of academic freedom as a way of being more vigilant towards the current challenges to academic freedom. Drawing on Dewey's writings, the article contributes a conceptual orientation for educators and educational researchers to help them observe nuances in the public space of universities before making judgments drawing on knowledge from the past, an awareness of the human condition as a basis for science and education, and intelligent inquiry. [ABSTRACT FROM AUTHOR]
ISSN:00132004
DOI:10.1111/edth.70083