Suchergebnisse

Acknowledgments; Introduction; Chapter One: The Fracturing of the Sign; Chapter Two: Neoliberalism and Accountability; Chapter Three: Forging New Signs; Chapter Four: The Sign, Culture, the Public Good, and Other Methods of Truth Creation; Chapter Five: Discourse and the Sign; Chapter Six: Arkansas and Texas PBF 2.0 Policy Analysis; Chapter Seven: Creating Truth in Arkansas and Texas; Conclusion; Bibliography; Index.

Neoliberalism stands at odds with the inherent in the mission of higher education, and does not strengthen the public good or promote democracy. In light of this contrast, the literature review calls for a new conception of the notion of the public good for higher education institutions, rooted in the German philosophical tradition of the I-though theory as developed by Ludwig Feuerbach. Multiple works are in conversation with one another, bringing forth relevant pieces of literature and building upon the I-thou framework. The literature is synthesized and interpreted to construct the I-thou theoretical framework for the advancement of the public good within higher education. Though the ideas of nineteenth century German philosopher Ludwig Feuerbach are not usually evoked when discussing the public good, his ideas can have a great impact on our understanding of the purposes of higher education and its promotion of the public good.