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The Emperor's Weavers: S.M.A.R.T. Objectives and the Ethical Hazard of Doing Bad Philosophy

The Emperor's Weavers: S.M.A.R.T. Objectives and the Ethical Hazard of Doing Bad Philosophy

Jonathan E. Taylor
Copyright: © 2020 |Pages: 20
ISBN13: 9781799841418|ISBN10: 1799841413|ISBN13 Softcover: 9781799851202|EISBN13: 9781799841425
DOI: 10.4018/978-1-7998-4141-8.ch006
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MLA

Taylor, Jonathan E. "The Emperor's Weavers: S.M.A.R.T. Objectives and the Ethical Hazard of Doing Bad Philosophy." Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, edited by Viktor Wang, IGI Global, 2020, pp. 92-111. https://doi.org/10.4018/978-1-7998-4141-8.ch006

APA

Taylor, J. E. (2020). The Emperor's Weavers: S.M.A.R.T. Objectives and the Ethical Hazard of Doing Bad Philosophy. In V. Wang (Ed.), Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration (pp. 92-111). IGI Global. https://doi.org/10.4018/978-1-7998-4141-8.ch006

Chicago

Taylor, Jonathan E. "The Emperor's Weavers: S.M.A.R.T. Objectives and the Ethical Hazard of Doing Bad Philosophy." In Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, edited by Viktor Wang, 92-111. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4141-8.ch006

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Abstract

This chapter addresses the general lack of emphasis on philosophical thought in the field of education within colleges and universities. Since all human enterprise is guided by philosophical premise, whether conscious or not, the only options for those who consider themselves educators is to engage in strong philosophical practice or to engage in low-quality philosophy. Failing to engage in philosophy is not a real option. The infatuation with quantitative measurement in education, by educators, is an example of the negative effect of failing to engage in educational philosophy as a part of practice, and the uncritical acceptance of S.M.A.R.T. objectives in curricular matters serves as a particularly stark example. These measurement practices result in having an ascribed rather than achieved identity in the field. Three things that can be done to reverse this situation in higher education are (1) begin to engage philosophically as a part of practice, (2) change the terminology used to discuss philosophy, and (3) teach the practice of philosophy across the curriculum, rather than in isolated courses.

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