國立虎尾科技大學 |

The Incentivised University = Scientific Revolutions, Policies, Consequences /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The Incentivised University/ by Seán Mfundza Muller.
其他題名:	Scientific Revolutions, Policies, Consequences /
作者:	Muller, Seán Mfundza.
面頁冊數:	XIII, 226 p. 1 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Educational Policy and Politics. -
電子資源:	https://doi.org/10.1007/978-3-030-84447-9
ISBN:	9783030844479

The Incentivised University = Scientific Revolutions, Policies, Consequences /
Muller, Seán Mfundza.

The Incentivised UniversityScientific Revolutions, Policies, Consequences /[electronic resource] :by Seán Mfundza Muller. - 1st ed. 2021. - XIII, 226 p. 1 illus.online resource. - Debating Higher Education: Philosophical Perspectives,92366-2581 ;. - Debating Higher Education: Philosophical Perspectives,1.

Chapter 1. Introduction -- Part I: Truth-seeking and Scientific Progress -- Chapter 2. What is at Stake: Higher Education for Society -- Chapter 3. The Dynamics of Scientific Progress -- Chapter 4. Philosophy of Science with Consequences -- Part II: The Dangers of Normal Science and Academic Consensus -- Chapter 5. The Existence and Dangers of Normal Science -- Chapter 6. The Dynamics of Consensus and Academic Communities -- Part III Incentives in Modern Higher Education and Their Distortionary Consequences -- Chapter 7. From Accountability to Managerialism and Incentives -- Chapter 8. Incentive Mechanisms in Modern Higher Education -- Chapter 9. Research Impact and Incredible Certitude -- Chapter 10. Rewarding Normal Pseudoscience and Facsimile Science -- Chapter 11. Economics, Facsimile Science and Societal Harm -- Part IV: Variation Across Contexts -- Chapter 12. Variation Across Disciplines, Societies and Institutions -- Chapter 13. Epistemic Hierarchies, Decolonisation and the Periphery -- Part V: Conclusion -- Chapter 14. Scientific Revolutions Will Not Be Incentivised -- Index.

The core thesis of this book is that to understand the implications of incentive structures in modern higher education, we require a deeper understanding of associated issues in the philosophy of science. Significant public and philanthropic resources are directed towards various forms of research in the hope of addressing key societal problems. That view, and the associated allocation of resources, relies on the assumption that academic research will tend towards finding truth – or at least selecting the best approximations of it. The present book builds on, and extends, contributions in philosophy and higher education to argue that this assumption is misplaced: with serious implications for modern higher education and its role in informing societal decisions and government policy. The book develops a philosophical foundation for the analysis of the connection between higher education incentives, scientific progress and societal outcomes. That in turn is used to demonstrate how the current approach to incentivising intellectual and scientific progress is likely not only to fail, but in fact to cause harm on the very dimensions it purports to improve. The arguments presented are illustrated with examples from medicine and academic economics, making the book one of the first to examine issues of scientific progress and social consequences across the human and social sciences. In doing so, it develops a novel critique of modern economics that in turn provides a more philosophically substantive foundation for popular critiques of economics than has existed to date.

ISBN: 9783030844479

Standard No.: 10.1007/978-3-030-84447-9doiSubjects--Topical Terms:

683657
Educational Policy and Politics.

LC Class. No.: LB1-3640

Dewey Class. No.: 370.1

The Incentivised University = Scientific Revolutions, Policies, Consequences /
LDR:04113nam a22004095i 4500 001 1059803
003 DE-He213
005 20220124100352.0
007 cr nn 008mamaa
008 220414s2021 sz | s |||| 0|eng d
020 $a 9783030844479 $9 978-3-030-84447-9
024 7 $a 10.1007/978-3-030-84447-9 $2 doi
035 $a 978-3-030-84447-9
050 4 $a LB1-3640
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 370.1 $2 23
100 1 $a Muller, Seán Mfundza. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1366693
245 1 4 $a The Incentivised University $h [electronic resource] : $b Scientific Revolutions, Policies, Consequences / $c by Seán Mfundza Muller.
250 $a 1st ed. 2021.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a XIII, 226 p. 1 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Debating Higher Education: Philosophical Perspectives, $x 2366-2581 ; $v 9
505 0 $a Chapter 1. Introduction -- Part I: Truth-seeking and Scientific Progress -- Chapter 2. What is at Stake: Higher Education for Society -- Chapter 3. The Dynamics of Scientific Progress -- Chapter 4. Philosophy of Science with Consequences -- Part II: The Dangers of Normal Science and Academic Consensus -- Chapter 5. The Existence and Dangers of Normal Science -- Chapter 6. The Dynamics of Consensus and Academic Communities -- Part III Incentives in Modern Higher Education and Their Distortionary Consequences -- Chapter 7. From Accountability to Managerialism and Incentives -- Chapter 8. Incentive Mechanisms in Modern Higher Education -- Chapter 9. Research Impact and Incredible Certitude -- Chapter 10. Rewarding Normal Pseudoscience and Facsimile Science -- Chapter 11. Economics, Facsimile Science and Societal Harm -- Part IV: Variation Across Contexts -- Chapter 12. Variation Across Disciplines, Societies and Institutions -- Chapter 13. Epistemic Hierarchies, Decolonisation and the Periphery -- Part V: Conclusion -- Chapter 14. Scientific Revolutions Will Not Be Incentivised -- Index.
520 $a The core thesis of this book is that to understand the implications of incentive structures in modern higher education, we require a deeper understanding of associated issues in the philosophy of science. Significant public and philanthropic resources are directed towards various forms of research in the hope of addressing key societal problems. That view, and the associated allocation of resources, relies on the assumption that academic research will tend towards finding truth – or at least selecting the best approximations of it. The present book builds on, and extends, contributions in philosophy and higher education to argue that this assumption is misplaced: with serious implications for modern higher education and its role in informing societal decisions and government policy. The book develops a philosophical foundation for the analysis of the connection between higher education incentives, scientific progress and societal outcomes. That in turn is used to demonstrate how the current approach to incentivising intellectual and scientific progress is likely not only to fail, but in fact to cause harm on the very dimensions it purports to improve. The arguments presented are illustrated with examples from medicine and academic economics, making the book one of the first to examine issues of scientific progress and social consequences across the human and social sciences. In doing so, it develops a novel critique of modern economics that in turn provides a more philosophically substantive foundation for popular critiques of economics than has existed to date.
650 2 4 $a Educational Policy and Politics. $3 683657
650 2 4 $a Higher Education. $3 679030
650 2 4 $a Humanities and Social Sciences. $3 1366247
650 2 4 $a Philosophy of Education. $3 671596
650 1 4 $a Educational Philosophy. $3 677294
650 0 $a Education and state. $3 563302
650 0 $a Education, Higher. $3 554829
650 0 $a Humanities. $3 719503
650 0 $a Social sciences. $3 572679
650 0 $a Education—Philosophy. $3 1254228
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030844462
776 0 8 $i Printed edition: $z 9783030844486
776 0 8 $i Printed edition: $z 9783030844493
830 0 $a Debating Higher Education: Philosophical Perspectives, $x 2366-2573 ; $v 1 $3 1284501
856 4 0 $u https://doi.org/10.1007/978-3-030-84447-9
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)