Theological roots of modern western education. They can talk about such things as "death of the university" precisely because these are transformed theological issues.
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(2003) "Definitions of 'the University' as Arguments in the Evaluative Discussion on 'The University." In: David Seth Preston (ed) The Idea of Education.
In this paper, I will focus on an often-neglected argumentative move in the contemporary debate on the present status and future of the university. The institution we have come to call âa university' has been subject to many changes. Some critics warn that recent changes could lead to, or already have lead to, the decline or even death of 'the university'. Others argue that the ways in which universities are adapting to the 'new needs and aspirations' of our times, reinvigorate an outdated version of the institution, boost its relevance and reaffirm its raison d'être. Figuring predominantly in these discussions are 'definitions' of what a university really is. These definitions are as much rhetorical in nature, as they are descriptive. Furthermore, they play a central role in the discussion on how the present status and role of the university should be evaluated.
One reason for the continued use of the term 'university' lies in the fact that naming some kind of institution 'university' amounts to bestowing it with dignity. Calling some institution 'university' and/or denying others the right to do so, is therefore an important move in the ongoing debate on the status of the present university and on its future. The descriptive meanings that by means of definitions, circumscriptions, etc. are given to the term 'university' are important moves in the debate on how the contemporary university should be valued, how it 'really' should be organized, what its functions and mission(s) should be, etc.
Charles Leslie Stevenson has labeled this type of argument 'persuasive definitions'. We will use his analysis of this kind of definition to analyze some aspects of the ongoing debate on âthe death of the university'. The argumentations for or against certain types of university can be structured along the lines Stevenson identified in the discussions for or against persuasive definitions. <b>From this analysis we will learn that the descriptive sentence 'X is a university' has much in common with overtly evaluative sentences like 'X is good.' </b>The seemingly descriptive term 'university' functions whithin the sentence as an evaluative term. <b>Discussions on âthe death of the university' are evaluative discussions.</b>
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(2003) "Definitions of 'the University' as Arguments in the Evaluative Discussion on 'The University." In: David Seth Preston (ed) The Idea of Education.
In this paper, I will focus on an often-neglected argumentative move in the contemporary debate on the present status and future of the university. The institution we have come to call âa university' has been subject to many changes. Some critics warn that recent changes could lead to, or already have lead to, the decline or even death of 'the university'. Others argue that the ways in which universities are adapting to the 'new needs and aspirations' of our times, reinvigorate an outdated version of the institution, boost its relevance and reaffirm its raison d'être. Figuring predominantly in these discussions are 'definitions' of what a university really is. These definitions are as much rhetorical in nature, as they are descriptive. Furthermore, they play a central role in the discussion on how the present status and role of the university should be evaluated.
One reason for the continued use of the term 'university' lies in the fact that naming some kind of institution 'university' amounts to bestowing it with dignity. Calling some institution 'university' and/or denying others the right to do so, is therefore an important move in the ongoing debate on the status of the present university and on its future. The descriptive meanings that by means of definitions, circumscriptions, etc. are given to the term 'university' are important moves in the debate on how the contemporary university should be valued, how it 'really' should be organized, what its functions and mission(s) should be, etc.
Charles Leslie Stevenson has labeled this type of argument 'persuasive definitions'. We will use his analysis of this kind of definition to analyze some aspects of the ongoing debate on âthe death of the university'. The argumentations for or against certain types of university can be structured along the lines Stevenson identified in the discussions for or against persuasive definitions. <b>From this analysis we will learn that the descriptive sentence 'X is a university' has much in common with overtly evaluative sentences like 'X is good.' </b>The seemingly descriptive term 'university' functions whithin the sentence as an evaluative term. <b>Discussions on âthe death of the university' are evaluative discussions.</b>