The nature of the doctor of philosophy degree: evolving conceptions.

Abstract

During the current growth of doctoral programs in nursing, it is instructive to review the historical genesis of the doctor of philosophy degree, the PhD, and its relevance for professions. The review shows that while free inquiry had always been a part of philosophical learning, it was not a part of doctoral education until the early 1980s. During this period, changes in the conceptions of knowledge led to modifications in teacher preparation for institutions of higher learning. In the forefront of these changes was the philosophy faculty of German universities. In time, the PhD, (the doctorate granted by the division of philosophy at German universities) became sine qua non of learning by inquiry. It was this degree, transplanted to the early graduate schools in North America, that ultimately rose to the apex of all graduate degrees. As it further evolved, the ideal PhD came to link three distinct concepts: teaching, scholarship, and inquiry in a given field of specialization. The PhD is linked to professions by its historical evolution and the emergence of the concept of specialization.