Kapitalism ja äri on ülikoolis, selles ei ole kahtlust. Niisamuti ei ole suurt kahtlust, et sellest rääkida ei ole hea toon. Siinses voos on lugeja kindlasti märganud tekste, kus autorid tegelevad erinevate valdkondade õppekavade ja harjumuste pingetega just n-ö kliendipingete perspektiivist. Siinviidatud vabalevis olev tekst leidis oma koha põhjusel, et esitab tudengite emotsionaalse perspektiiv.

Head uudistamist!


“These claims resonate directly with a current discussion on the crisis of higher education (Bérubé and Nelson, 1995), its commercialization, and the students as disgruntled customers (Blum, 2016). The students’ consumerist discourse in the series is combined with their disappointment, emotional distress, and search for personal meaning.” (Gretzky and Lerner, 2021, p. 206)

Autorid lubavad:

“In the present article, we examine this consumerist–emotional therapeutic duality, explain how it is shaped out of the young adults’ encounter with the university, and discuss its significance for the emerging culture of ‘academic capitalism’.” (Gretzky and Lerner, 2021, p. 206)

Emotsioonid tulevad (kapitalismi)mängu:

“However, consumerism and commercialization also involve an emotional aspect, as feelings become an integral aspect of consumer capitalism (Hochschild, 1983). ‘Emotional capitalism’ suggests a critical perspective on the powerful way capitalist logic and emotional life have become intertwined in the forms of a therapeutic culture, creating a space where relationships, services and communication patterns are more emotional; at the same time, emotions are subjected to a rational logic: they are monitored, bureaucratized and ‘colder’ (Illouz, 2007).” (Gretzky and Lerner, 2021, p. 206)

Andmete kogumisest:

“Through our writing, we have worked reflexively by adopting a critical position towards the university’s reality. Through our writing, we have worked reflexively by adopting a critical position towards the university’s reality. Without fully validating students’ criticism that addresses university faculty, we have also distanced ourselves from holding consumerist attitudes as solely responsible for the students’ discontent.” (Gretzky and Lerner, 2021, p. 207)

Küsimused praktilisusest:

“In our attempt to understand why the curriculum was seen as irrelevant, we exposed two levels of criticism on knowledge: academic knowledge as impractical and therefore irrelevant, and at the same time, disconnected from the students’ lifeworld and hence lacking in personal, emotional meaning.” (Gretzky and Lerner, 2021, p. 209)

Inimlikkus õpetamisel ja teadmiste omandamisel:

“Another aspect of the ideal professor is related to interactions where role boundaries become blurred, and the professor shares personal experiences and feelings with the student.” (Gretzky and Lerner, 2021, p. 215)

Lugemishuvi suurendamiseks:

“Thus, this study indicates that in order to understand the emerging university culture and the present-day student experience, the concept of academic capitalism with its emphasis on the commodification of higher education must be expanded to include components of emotional capitalism.” (Gretzky and Lerner, 2021, p. 218)

Gretzky, M., & Lerner, J. (2021). Students of academic capitalism: Emotional dimensions in the commercialization of higher education. Sociological Research Online26(1), 205–221. https://doi.org/10.1177/1360780420968117