Philosophy, Theory, and Foundations in Education

The New Undergraduate: Student as Stranger

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Issue: 
1-1
Author: 
Sheryl J. Lieb
Author Affiliation: 
Adjunct Professor at Grogan Residential College
Lecturer in the Humanities - Bachelor of Arts in Liberal Studies Program – The University of North Carolina at Greensboro
Abstract: 

This paper proceeds on the basis of a subjectively established premise: As an institutionalized system and culture grounded in neoliberal ideology, American education (K–12 and up) functions as a force of objectification (i.e., dehumanization) specific to people (i.e., students, teachers, even administrators) and curriculum. Therefore, a fundamental question underpins the discussion that follows: What are the long-term effects of institutionalized, pedagogical objectification on new undergraduate students? The paper argues that students as strangers—mass-produced in this way—are not aware or seemingly concerned with their own state of objectification and the developmental limitations that have been imposed upon them.

Author Biography: 

Dr. Sheryl J. Lieb is adjunct professor in the Grogan Residential College at the University of North Carolina at Greensboro. Dr. Lieb is also a Humanities lecturer for the Bachelor of Arts in Liberal Studies Program (online) at UNCG. With a PhD in Educational Studies/Cultural Studies (UNCG), her pedagogical and research interests center on philosophy of education, ethics, existentialism, critical pedagogy, cultural studies, and narrative forms of research and writing. Dr. Lieb's current work focuses on what she terms the "existential oppression" of teachers and students within the contemporary institution of education; in turn, arguing for existentialism as philosophical and pedagogical underpinning for teaching and learning, including revival of the arts and humanities in education along with the seminar/Socratic method.  

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