The role of the humanities in the modern university: Some historical and philosophical considerations
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (1):49-65 (2008)
This article examines the controversial notion of the role and value of the humanities in the contemporary university. It provides a review of the history of the emergence of the humanities in the European universities, arguing that any attempt to justify the presence of the humanities in the modern university in instrumental terms is futile. Through its depiction of the evolution of the humanities as a particular compendium of disciplinary fields, the article demonstrates that the humanities have become a focal point for the exploration of the problems of meaning, significance and truth, which are inherent components of language itself. Through its portrayal of the historical development of the humanities, the article emphasizes the interminable nature of these problems, stressing that the inconclusive quality of these debates is a definitive feature of Modernity itself—the humanities have become the locus for Modernity's self-awareness. The articulation and extension of this self-awareness is an imperative that eludes the logic of instrumental reason to provide a justificatory category of its own.
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References found in this work BETA
Charles Taylor (2004). Modern Social Imaginaries. Duke University Press.
Stephen Edelston Toulmin (1990). Cosmopolis the Hidden Agenda of Modernity. Monograph Collection (Matt - Pseudo).
A. F. Chalmers (1982/1994). What is This Thing Called Science?: An Assessment of the Nature and Status of Science and its Methods. Hackett Pub. Co..
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Charles W. Anderson (1996). Prescribing the Life of the Mind: An Essay on the Purpose of the University, the Aims of Liberal Education, the Competence of Citizens, and the Cultivation of Practical Reason. University of Wisconsin Press.
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