‘Tragedy’ is one of those curiously elastic words reserved for life's saddest spheres and events, irrespective of the forms in which they appear. Even though a vast body of genre studies has emerged, however, only a handful of studies have drawn cross-historical comparisons between tragic forms. This essay demonstrates how Walter Benjamin’s reflections on Attic tragedy may contribute to such a line of thought, focusing both on tragedies’ subversive potential and on the social-historical constellations in which they first emerged. In (...) the first part, Benjamin’s conception of the Attic tragedies is explored by focusing on his The Origin of German Tragic Drama and the theoretical roots of his earlier work. According to Benjamin, Attic tragedies offered a messianic, dialectical critique on the social-historical constellation in which they appeared. The second part of the article discusses the relevance of these reflections for the analysis of contemporary tragic forms, thereby identifying the heirs of Attic tragedy outside the strict boundaries of ‘drama’. (shrink)

This essay discusses the changes promoted in European universities by the ‘Bologna Process’ and the ‘European Higher Education Area’. Through an analysis of the main policy documents and mechanisms, the paper demonstrates that the European Higher Education Area is designed to dismantle academic autonomy across the continent. Before setting out to examine this transnational policy process, the paper specifies in its first part the meaning of academic autonomy – a particular European creation, as it argues – through an overview of (...) the historical material. (shrink)

Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior of free citizens, are described. (...) These concepts are then applied to free inquiry, to show how the activity of individual inquirers is managed and how critical inquiry is controlled. The management of inquiry involving four norms, two of them intrinsic to inquiry and the other two extrinsic, is explained. The potential of Foucault’s concept of discursive formations is introduced as a means of reconceiving inquiry to overcome these impediments to a revolution in inquiry. (shrink)