Philosophers on the University: Reconsidering Higher Education

Philosophers on
the University
	Contents
	About the Editors
	List of Contributors
	Chapter 1: Considering Higher Education: Thinking it Through
		What Is a University?
		Part I: Questioning the University
		Part II: Culture and the University
		Part III: Letting Learn
		Part IV: Higher Education and Democracy
		Afterthought
		References
	Part I: Questioning the University
	Chapter 2: Nietzsche (1844–1900): The Will to Power and the University
		Introduction
		Setting the Scene
		The Will to Power of the University
		The University: A Hothouse for Strange and Choice Plants
		The Dawn of Higher Education
		Conclusion
		References
	Chapter 3: Theodor Adorno (1903–1969): Restless, Fractured and Uncomfortable Thought
		Introduction
		Adorno’s Life and Work
			Dialectic of Enlightenment
		Minima Moralia: Reflections from Damaged Life
			Negative Dialectics
		Theory and Practice
		Conclusion
		References
	Chapter 4: Ernest Gellner (1925–1995): Nought for the University’s Comfort?
		Introduction
		Life and Work
			Thought and Change
			The Legitimation of Belief
			Reason and Culture
		Belief in Reason
		Conclusions: Nought for One’s Comfort?
		References
	Chapter 5: Roy Bhaskar (1944–2014): The Idea of a University
		Introduction
		The Idea of a University
		Learning
		Knowledge
		Judgemental Rationality
		Criticality
		Some Concluding Thoughts
		References
	Part II: Culture and the University
	Chapter 6: F. R. Leavis (1895–1978): Thought, Words and Creativity and the University
		Life and Work
		The Essential University-Function
		Culture, Language and University ‘English’
		Philosophy and Anti-philosophy
		What Are Universities For?
		Losing Sight of ‘Culture’: The Quarrel with Snow and Robbins
		Philosophical Intelligence in the University
		Conclusions
		References
	Chapter 7: Hannah Arendt (1906–1975): Embodying a Promise in the University
		Introduction
		Life and Thought
		New Beginnings
		The Power of Promise
		Concluding Reflections
		References
	Chapter 8: José Ortega y Gasset (1883–1955): The University’s Social Mission: To Enrich Individual Potential
		Introduction
		Mission of the University
		Following and Enlarging The Mission
		The Influence of Ortega y Gasset on the Shaping of Higher Education
		The Impact of Ortega’s Thinking on Educational Reforms
		Conclusions: The Relevance of Ortega Today
		References
	Chapter 9: Alasdair MacIntyre (1929–): Philosophy and the University
		Introduction
		MacIntyre’s Moral Philosophy: Critical Origins
		MacIntyre’s Moral Philosophy: Constructive Development
		Beyond Virtue
		Application to Education
		Whither the University?
		Aquinas and Newman Revisited
		Conclusion
		References
	Part III: Letting Learn
	Chapter 10: Martin Heidegger (1889–1976): Higher Education as Thinking
		Background
		Introduction
		Science and the Primacy of Philosophy
		‘Rectoral Address’ and ‘The Rectorate 1933/34: Facts and Thoughts’ (1945)
		The Essence of a Heideggerian University
		Heidegger’s ‘Thinking and Releasement’ as the Basis for His Ontological Pedagogy
		Concluding Comments
		References
	Chapter 11: Karl Jaspers (1883–1969): Truth, Academic Freedom and Student Autonomy
		Introduction
		Life and Work
		The University and the State: Jaspers and Heidegger
		Freedom and Truth
		The Paradoxes of Academic Freedom
		The Value of Academic Freedom
		References
	Chapter 12: Stanley Cavell (1926–2018): Higher Education and the Development of Voice
		Introduction
		Stanley Cavell: Jazz, Philosophy, Literature and Film
		Stanley Cavell and Education
		Cavell and Uncommon Schooling
		Cavell and the Education of Voice
		Conclusion
		References
	Part IV: Higher Education and Democracy
	Chapter 13: John Dewey (1859–1952): Democratic Hope Through Higher Education
		Introduction
		Challenges to Dewey’s Pragmatism and Higher Education
		Dewey’s Democratic Hope
			The Global Resurgence of Pragmatism
			What is Dewey’s Pragmatism?
		Challenges to Dewey’s Democratic Hope: Problems Behind Problem-Solving in Higher Education
		Cultivating the Art of Criticism
			The Criticism of Criticisms
			Aesthetic Judgment and Political Life
		Conclusion: Creating Space for Aesthetic Judgement
		References
	Chapter 14: Jacques Rancière (1940–): Higher Education as a Place for Radical Equality
		Introduction
		Life and Work
		The Character of Rancière’s Work
		Exposing the Pedagogical Myth: There Is Only One Intelligence
		Stultifying and Emancipatory Education
		Rancière Versus Critical Pedagogy and Sociology
		From the Educational to the Political: Radical Democracy
		How to Conceive of Higher Education with Rancière?
		Conclusion
		References
	Chapter 15: Jürgen Habermas (1929–): The Importance of Higher Education for Democracy
		Introduction
		Jürgen Habermas
		Higher Education
		Key Ideas
			The Demise of the Public Sphere
			Civil Society and Colonisation of the Lifeworld
			Lifeworld Colonisation
			Communicative Action
		Habermas: Teaching and Learning
		Conclusion
		References
	Subject Index
	Name Index