OJPP  Vol.3 No.1 , February 2013
The Standarization of Writing. Asphyxia of Philosophical Thought in Academia Today
Abstract: This article addresses the problem of the place of philosophy in higher education today through the analysis of a single issue: the standardization of academic writing and its effects on the practice of philosophy and teaching. From the formal analysis of the academic “paper”, as the unique pattern of production and evaluation of current research, this article evaluates its impact on the relationship between thinking, writing and education. It concludes that standardization of writing in the globally homologated university, leads to a stifling of thought not only in philosophy but in all areas of knowledge. At the same time gives us the key to diagnose and locate, in each of these areas, what are the spaces of the non-negotiable from which we must rethink our relationship with education and thinking inside and outside the university.
Cite this paper: Garcés, M. (2013). The Standarization of Writing. Asphyxia of Philosophical Thought in Academia Today. Open Journal of Philosophy, 3, 39-46. doi: 10.4236/ojpp.2013.31007.

[1]   Adorno, T. (1984). The essay as form. New German Critique, 32, 151-171.

[2]   Deleuze, G., & Guattari, F. (1993). What is philosophy? New York: Columbia University Press.

[3]   Derrida, J. (2002). The university without condition. Without alibi. Stanford: Stanford University Press.

[4]   Foucault, M. (1994). An interview with Michel Foucault by Charles Ruas—Death and the labyrinth: The world of Raymond Roussel. London: The Athlone Press.

[5]   Foucault, M. (2000). Interview with Michel Foucault. In J. Faubion (Ed.), Power: The essential works of Michel Foucault 1954-1984 (pp. 239-240). New York: New Press.

[6]   Garcés, M. (2009). It makes you think: On the political need for new spaces of learning: The battle of thinking. Barcelona: Edicions Bellaterra.

[7]   Heidegger, M. (1960). Qué significa pensar? Buenos Aires: Losada.

[8]   James, W. (1912). Essays in radical empiricism. London: Green & Co.

[9]   Jordana, E., & Gràcia, D. (2013, fothcoming). The University in the Impasse: What about Philosophy? In M. Cruz, & L. Llevadot (Eds.), The coming university. Barcelona: Proteus.

[10]   Llovet, J. (2011). Goodbye to the university. Barcelona: Galaxia Gutenberg.

[11]   Merleau-Ponty, M. (1955). éloge de la philosophie. Paris: Gallimard.

[12]   Nietzsche, F. (2000). Schopenhauer como educador. Madrid: Biblioteca Nueva.

[13]   Oncina, F. (2008). Philosophy for the university, philosophy against the university. Madrid: Dykinson-U. Carlos III.