Selling science has become a common practice in contemporary universities. This commodification of academia pervades many aspects of higher education, including research, teaching, and administration. As such, it raises significant philosophical, political, and moral challenges. This volume offers the first book-length analysis of this disturbing trend from a philosophical perspective and presents views by scholars of philosophy of science, social and political philosophy, and research ethics. The epistemic and moral responsibilities of universities, whether for-profit or nonprofit, are examined from several philosophical standpoints. The contributors discuss the pertinent epistemological and methodological questions, the sociopolitical issues of the organization of science, the tensions between commodified practices and the ideal of "science for the public good," and the role of governmental regulation and personal ethical behavior. In order to counter coercive and corruptive influences of academic commodification, the contributors consider alternatives to commodified research and offer practical recommendations for establishing appropriate research standards, methodologies and institutional arrangements, and a corresponding normative ethos.

Selling science has become a common practice in contemporary universities. This commodification of academia pervades many aspects of higher education. This volume offers the first book-length analysis of this disturbing trend from a philosophical perspective and presents views by scholars of philosophy of science, social and political philosophy, and research ethics.

The commodification of science—often identified with commercialization, or the selling of expertise and research results and the “capitalization of knowledge” in academia and beyond—has been investigated as a threat to the autonomy of science and academic culture and criticized for undermining the social responsibility of modern science. In From Commodification to the Common Good, Hans Radder revisits the commodification of the sciences from a philosophical perspective to focus instead on a potential alternative, the notion of public-interest science. Scientific knowledge, he argues, constitutes a common good only if it serves those affected by the issues at stake, irrespective of commercial gain. Scrutinizing the theory and practices of scientific and technological patenting, Radder challenges the legitimacy of commercial monopolies and the private appropriation and exploitation of research results. His book invites us to reevaluate established laws and to question doctrines and practices that may impede or even prohibit scientific research and social progress so that we might achieve real and significant transformations in service of the common good.

Reimagining the scholarly book as living and collaborative--not as commodified and essentialized, but in all its dynamic materiality. In this book, Janneke Adema proposes that we reimagine the scholarly book as a living and collaborative project--not as linear, bound, and fixed, but as fluid, remixed, and liquid, a space for experimentation. She presents a series of cutting-edge experiments in arts and humanities book publishing, showcasing the radical new forms that book-based scholarly work might take in the digital age. Adema's proposed alternative futures for the scholarly book go beyond such print-based assumptions as fixity, stability, the single author, originality, and copyright, reaching instead for a dynamic and emergent materiality. Adema suggests ways to unbind the book, describing experiments in scholarly book publishing with new forms of anonymous collaborative authorship, radical open access publishing, and processual, living, and remixed publications, among other practices. She doesn't cast digital as the solution and print as the problem; the problem in scholarly publishing, she argues, is not print itself, but the way print has been commodified and essentialized. Adema explores alternative, more ethical models of authorship; constructs an alternative genealogy of openness; and examines opportunities for intervention in current cultures of knowledge production. Finally, asking why it is that we cut and bind our research together at all, she examines two book publishing projects that experiment with remix and reuse and try to rethink and reperform the book-apparatus by taking responsibility for the cuts they make.

Higher education can be a vital public good, providing opportunities for students, informed citizens for democracy, and knowledge to improve the human condition. Yet public investment in universities is widely being cut, often because public purposes are neglected while private benefits dominate. In this collection, international scholars confront the realities of higher education and the future of its public and private agenda. Their perspectives illuminate the trajectory of education in the twenty-first century and the continuing importance of the university's public mission. Reporting from Asia, Africa, Europe, Latin America, and North America, these scholars look at the different ways universities struggle to serve public and private agendas. Contributors examine the implications of changes in funding sources as well as amounts, different administrative and policy decisions, and the significance of various approaches to assessment and evaluation. They ask whether wider student access has in fact resulted in social mobility, whether more scientific research can be treated as an open-access resource, how changes in academic publishing change access to knowledge, and whether universities get full value from research sold to private corporations. At the same time, these chapters capture the confusion in the university sector over explaining academic work to a broader public and prioritizing its multiple purposes. Authors examine these practical challenges and the implications of different approaches in different contexts.

Tracing the transformation of early modern academics into modern researchers from the Renaissance to Romanticism, Academic Charisma and the Origins of the Research University uses the history of the university and reframes the "Protestant Ethic" to reconsider the conditions of knowledge production in the modern world. William Clark argues that the research university—which originated in German Protestant lands and spread globally in the nineteenth and twentieth centuries—developed in response to market forces and bureaucracy, producing a new kind of academic whose goal was to establish originality and achieve fame through publication. With an astonishing wealth of research, Academic Charisma and the Origins of the Research University investigates the origins and evolving fixtures of academic life: the lecture catalogue, the library catalog, the grading system, the conduct of oral and written exams, the roles of conversation and the writing of research papers in seminars, the writing and oral defense of the doctoral dissertation, the ethos of "lecturing with applause" and "publish or perish," and the role of reviews and rumor. This is a grand, ambitious book that should be required reading for every academic.

A 2022 SPE Outstanding Book Honorable Mention For the last few decades, teacher preparation has increasingly aligned itself with “best practices,” standards, and accountability, and such policies became mandatory in P-12 schooling nationwide. Technical skills instruction and methods have become the common practice of teacher preparation and accreditation of programs. Teacher candidates are encouraged to be unquestioning servants of a school system rather than educators who govern the meaning of schooling. The purpose of this book is to present a view of how we got to where we are today and to offer strategies to bring the job of teaching back to its roots. It seeks to identify the conservative influences that treat students as a commodity rather than future citizen scholars. For teacher candidates, this has meant the excision of social foundations of education courses and any further explorations of the philosophy of education or the history of schooling in their curricula. The Commodification of American Education looks at ways to re-establish teachers as professionals rather than mere technicians, and to take back public education to transform schools into places that educate while eliminating inequality and oppression. Perfect for courses such as: Social Foundations of Education | General Methods

This book examines how the developments in veterinary science, philosophy, economics and law converged during the nineteenth and early twentieth centuries to entrench farm animals along a commodification pathway. It covers two neglected areas of study; the importance of international veterinary conferences to domestic regimes and the influence of early global treaties that dealt with animal health on domestic quarantine measures. The author concludes by arguing that society needs to reconsider its understanding and the place of the welfare paradigm in animal production systems. As it presently stands, this paradigm can be used to justify almost any self-serving reason to abrogate ethical principles. The topic of this book will appeal to a wide readership; not only scholars, students and educators but also people involved in animal production, interested parties and experts in the animal welfare and animal rights sector, as well as policy-makers and regulators, who will find this work informative and thought-provoking.

A collection of essays that provides an analysis of the potential future of higher education and its subsequent impact on society. It analyzes the variety of professional, intellectual, social and political factors that govern our individual and collective behavior, and how these forces undermine society's traditional goals for higher education.

In Markets with Limits James Stacey Taylor argues that current debates over the moral limits of markets have derailed. He argues that they focus on a market-critical position that almost nobody holds: That certain goods and services can be freely given away but should never be bought or sold. And he argues that they focus on a type of argument for this position that there is reason to believe that nobody holds: That trade in certain goods or services is wrongful solely because of what it would communicate. Taylor puts the debates over the moral limits of markets back on track. He develops a taxonomy of the positions that are actually held by critics of markets, and clarifies the role played in current moral and political philosophy by arguments that justify (or condemn) certain actions owing in part to what they communicate. Taylor argues that the debates have derailed because they were conducted in accord with market, rather than academic, norms—and that this demonstrates that market thinking should not govern academic research. Markets with Limits concludes with suggestions as to how to encourage academics to conduct research in accord with academic norms and hence improve its quality. Key features Provides original suggestions concerning how to improve the exegetical quality of academic research Systematically identifies the primary exegetical errors—and the ways in which these errors have adversely influenced current debates—that Jason Brennan and Peter Jaworski made in their influential book, Markets Without Limits Argues that despite the current, widespread view that semiotic objections to markets are widespread in the literature, they are in actuality rare to nonexistent Offers an up-to-date taxonomy of the current arguments in the various debates over both the ontological and the moral limits of markets Provides an extensive overview of mistaken claims that have been made and propagated in various academic literatures