Book contents
- The Cambridge Handbook of Democratic Education
- Cambridge Handbooks in Education
- The Cambridge Handbook of Democratic Education
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction
- Part One Historical Perspectives
- Part Two Philosophical and Normative Foundations
- Part Three Key Topics and Concepts
- Part Four Challenges
- 26 Wealth Stratification in US Higher Education and Democratic Education, 1890s–2020s
- 27 Mentoring and Instructional Duties of Professors
- 28 Racism, Moral Transformation, and Democratic Education
- 29 Postcolonial Perspectives on Democratic Education
- 30 Populist Challenges to Democratic Education
- 31 Religion and Democratic Education
- 32 The Epistocratic Challenge to Democratic Education
- 33 Climate Change and Democratic Education
- 34 The COVID-19 Pandemic and Democratic Education
- 35 Teacher Neutrality, Pedagogical Impartiality, and Democratic Education
- Index
- References
27 - Mentoring and Instructional Duties of Professors
from Part Four - Challenges
Published online by Cambridge University Press: 20 April 2023
Book contents
- The Cambridge Handbook of Democratic Education
- Cambridge Handbooks in Education
- The Cambridge Handbook of Democratic Education
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction
- Part One Historical Perspectives
- Part Two Philosophical and Normative Foundations
- Part Three Key Topics and Concepts
- Part Four Challenges
- 26 Wealth Stratification in US Higher Education and Democratic Education, 1890s–2020s
- 27 Mentoring and Instructional Duties of Professors
- 28 Racism, Moral Transformation, and Democratic Education
- 29 Postcolonial Perspectives on Democratic Education
- 30 Populist Challenges to Democratic Education
- 31 Religion and Democratic Education
- 32 The Epistocratic Challenge to Democratic Education
- 33 Climate Change and Democratic Education
- 34 The COVID-19 Pandemic and Democratic Education
- 35 Teacher Neutrality, Pedagogical Impartiality, and Democratic Education
- Index
- References
Summary
This chapter explores the duties of college teachers to teach and mentor undergraduate students. It argues that teaching and mentoring are currently suboptimal because college teachers are not trained to do either, and have little incentive to improve. The result is that students emerge from college suboptimally prepared both to participate productively in the economy and to participate reasonably and responsibly as democratic citizens. This is a cost to them, and to the public good. Reform is needed. But the second half of the chapter argues that, even absent reform, and even absent improvement from their colleagues, individual college teachers have stringent responsibilities to improve their own teaching and mentoring.
- Type
- Chapter
- Information
- The Cambridge Handbook of Democratic Education , pp. 456 - 473Publisher: Cambridge University PressPrint publication year: 2023
References
American Academy of Arts & Sciences. (2017). The future of undergraduate education. Available at: https://www.amacad.org/publication/future-undergraduate-education.Google Scholar
American College Health Association (ACHA). (2016). National College Health Assessment II: Spring 2016 Reference Group Executive Summary. Hanover, MD: American College Health Association. Available at: https://www.acha.org/documents/ncha/NCHA-II%20SPRING%202016%20US%20REFERENCE%20GROUP%20EXECUTIVE%20SUMMARY.pdf.Google Scholar
Baum, S. (2016). Student debt: Rhetoric and realities of higher education financing. London: Palgrave Macmillan.Google Scholar
Bok, D. (2008). Our underachieving colleges. Princeton, NJ: Princeton University Press.Google Scholar
Brighouse, H. (2022a). Taking teaching and learning seriously. Really seriously. In Cahn, S., ed., Academic ethics today: Problems, policies, and prospects for university life. Lanham, MD: Rowman & Littlefield, pp. 261–72.Google Scholar
Brighouse, H. (2022b). Deliberative responsibility and civic education in universities and colleges in the US. In Culp, J., Drerup, J., de Groot, I., Schinkel, A. & Yacek, D., eds., Liberal democratic education: A paradigm in crisis. Paderborn: Brill | Mentis, pp. 1–23.Google Scholar
Brighouse, H., & Swift, A. (2016). Equality, priority, and positional goods. Ethics, 116(3), 471–97.Google Scholar
Butt, D. (2007). On benefiting from injustice. Canadian Journal of Philosophy, 37(1), 129–52.Google Scholar
Butt, D. (2014). A doctrine quite new and altogether untenable: Defending the beneficiary pays principle. Journal of Applied Philosophy, 31(4), 336–48.Google Scholar
Dunham, J., & Lawford-Smith, H. (2017). Offsetting race privilege. Journal of Ethics and Social Philosophy, 11(2), 1–22.Google Scholar
Goodin, R., & Barry, C. (2014). Benefiting from the wrongdoing of others. Journal of Applied Philosophy, 31(4), 363–76.CrossRefGoogle Scholar
Johnson, W.B. (2016). On being a mentor: A guide for higher education faculty. New York: Routledge.Google Scholar
Lawford Smith, H. (2016). Offsetting class privilege. Journal of Practical Ethics, 4(1), 23–51.Google Scholar
Martin, C (2021). The right to higher education: A political theory. Oxford: Oxford University Press.Google Scholar
Schouten, G. (2022). The case for egalitarian consciousness raising in higher education. Philosophical Studies. https://doi.org/10.1007/s11098-022-01808-3.Google Scholar
Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs, 1(3), 229–43.Google Scholar
Weithman, P. (2016). Academic friendship. In Brighouse, H. & McPherson, M., eds., The aims of higher education: Problems of morality and justice. Chicago IL: University of Chicago Press, pp. 52–73.Google Scholar
- 1
- Cited by