_Internet_ is een van de eerste boeken waarin het filosofische inzicht -van Plato tot Kierkegaard - betrokken wordt op het debat over de mogelijkheden en onmogelijkheden van het internet. Dreyfus laat zien dat de onstoffelijke, 'vrij zwevende' websurfer zijn oorsprong vindt in Descartes' scheiding van geest en lichaam, en hoe Kierkegaards inzichten in de opkomst van het moderne leespubliek vooruitlopen op de nieuwsgierige, maar elk risico vermijdende internet-junkie. Uitgaande van recente onderzoeken naar het isolement dat veel internetgebruikers ervaren, toont Dreyfus (...) aan hoe het internet, door zijn nadruk op privé-ervaringen, gebruikers berooft van wezenlijke, belichaamde vermogens zoals vertrouwen, stemmingen en betrokkenheid bij met anderen gedeelde lokale aangelegenheden. _Internet_ is verplichte kost voor iedereen die on line is en is geïnteressseerd in onze plaats in de 'e-revolutie'. (shrink)

Written over the last 18 months of his life and inspired by his interest in G. E. Moore's defence of common sense, this much discussed volume collects Wittgenstein's reflections on knowledge and certainty, on what it is to know a proposition for sure.

This chapter contains sections titled: The End of Universality Knowing about Knowledge Reshaping the Curriculum The Idea of the Student Conclusion.

Professor Wisdom gives an elementary introduction to the applications in philosophy of the analytical method. He believes that the aim of analysis is clarity, whereas the aim of speculative philosophy is truth. After a brief introduction on what analysis is, he discusses the relation of body and mind and seeks for causal relations between mental and material events. He concludes this section with a chapter on Free will, before turning to perception and the external world.

Describes the philosopher's life from his development as a child prodigy, to his near suicide at the age of twenty-one, through his growth as a philosopher and social thinker.

To those who think that an institution must be a function of its history it must seem a considerable anomaly that when universities were first set up in the Middle Ages their main aim, apart from being communities of scholars, was to produce theologians, lawyers and doctors of medicine. For arts and what then had some connection with what we now know as science, as incorporated in the traditional seven liberal arts of grammar, logic and rhetoric, followed by arithmetic, geometry, (...) music and astronomy, were thought of as merely propaedeutic to the study of theology, law and medicine. Those seven liberal arts occupied the student during the course for the B.A., which gave the licence to teach, and some students went no further than that. But the main concern of a university lay in what happened after the B.A., in the attainment of a mastership or in what was in effect the doctorate in one of the three areas which I have mentioned before. Indeed, in some universities, particularly those in the south of Europe, the B.A. was given only scant attention and only lip service was given to the idea of liberal arts. (shrink)

This chapter enquires into the nature of university teaching. I consider whether Alasdair MacIntyre's notion of a practice, together with some of his related ideas, is useful to us here. My argument is that MacIntyre's talk of incommensurable rationalities tells in the end against the fragmentation of higher education and rather points to one distinctive and important role for the university: that the university should be conceived in some respects as a therapeutic community, whose function it is to encourage and (...) enable its members to think together. (shrink)

The current quality assurance culture demands the explicit articulation, by means of publication, of what have been hitherto tacit norms and conventions underlying disciplinary genres. The justification is that publication aids student performance and guarantees transparency and accountability. This requirement makes a number of questionable assumptions predicated upon what we will argue is an erroneous epistemology. It is not always possible to articulate in a publishable form a detailed description of disciplinary practices such as assessment. As a result publication cannot (...) achieve its stated goals. There are always elements of our knowledge that cannot be linguistically articulated. (shrink)

The university has lost its way. The world needs the university more than ever but for new reasons. If we are to clarify its new role in the world, we need to find a new vocabulary and a new sense of purpose. The university is faced with supercomplexity, in which our very frames of understanding, action and self-identity are all continually challenged. In such a world, the university has explicitly to take on a dual role: firstly, of compounding supercomplexity, so (...) making the world ever more challenging; and secondly, of enabling us to live effectively in this chaotic world. Internally, too, the university has to become a new kind of organization, adept at fulfilling this dual role. The university has to live by the uncertainty principle: it has to generate uncertainty, to help us live with uncertainty, and even to revel in our uncertainty. Ronald Barnett offers nothing less than a fundamental reworking of the way in which we understand the modern university. Realizing the University is essential reading for all those concerned about the future of higher education. (shrink)

The current quality assurance culture demands the explicit articulation, by means of publication, of what have been hitherto tacit norms and conventions underlying disciplinary genres. The justification is that publication aids student performance and guarantees transparency and accountability. This requirement makes a number of questionable assumptions predicated upon what we will argue is an erroneous epistemology. It is not always possible to articulate in a publishable form a detailed description of disciplinary practices such as assessment. As a result publication cannot (...) achieve its stated goals. There are always elements of our knowledge that cannot be linguistically articulated. (shrink)

In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience—in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily because it consists of mutually supporting but erroneous conceptualisations of knowledge and the human subject. In pursuit of transparency and codification we have seemingly forgotten education's existential dimension: that education is closely tied (...) to questions of personal identity and the formation of character and that this is an embodied project. (shrink)

Something has gone deeply wrong with the university - too deeply wrong to be put right by any merely bureaucratic means. What's wrong is, simply, that our official idea of education, the idea that inspires all government policies and ‘initiatives', is itself uneducated. With the growing emphasis in higher education on training in supposedly useful skills, has the very ethos of the university been subverted? And does this more utilitarian university succeed in adding to the national wealth, the basis on (...) which politicians justify the large public expenditure on the higher education system? Should we get our idea of a university from politicians and bureaucrats or from J.H. Newman, Jane Austen and Socrates? The New Idea of a University is an entertaining and highly readable defence of the philosophy of liberal arts education and an attack on the sham that has been substituted for it. It is sure to scandalize all the friends of the present establishment and be cheered elsewhere. (shrink)