The right to teach at university: A Humboldtian perspective

Bruce John MACFARLANE, Martin G. ERIKSON

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

The right to teach at university is a distinctive philosophical and legal conundrum but a largely unexplored question. Drawing on Humboltdian principles, the legitimacy of the university teacher stems from their continuing engagement in research rather than possession of academic and teaching qualifications alone. This means that the right to teach needs to be understood as a privilege and implies that it is always provisional, requiring an ongoing commitment to research. Yet, massification of higher education (HE) systems internationally has led to the disaggregation of the academic profession with teaching-only positions now increasingly common. University teachers employed to both teach and research face a narrowing set of performative expectations with respect to how ‘research-active’ is defined. This paper challenges these contemporary understandings and, drawing on historical evidence, argues that a broader definition of research and scholarship needs to underpin the basis of the right to teach. Copyright © 2020 Philosophy of Education Society of Australasia.
Original languageEnglish
Pages (from-to)1136-1147
JournalEducational Philosophy and Theory
Volume53
Issue number11
Early online dateJul 2020
DOIs
Publication statusPublished - 2021

Citation

Macfarlane, B., & Erikson, M. G. (2021). The right to teach at university: A Humboldtian perspective. Educational Philosophy and Theory, 53(11), 1136-1147. doi: 10.1080/00131857.2020.1783245

Keywords

  • Rights
  • Teaching
  • Universities
  • Humboldt
  • Performativity
  • Massification

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