In this critical review of Stefan Collini's text "What are universities for?" it is highlighted the fundamental idea of the author, that the humanities, and therefore classical academic education, are functional to the development of the capacity for understanding, which cannot be considered exhausted in the mere acquisition of knowledge, but is of the same prerogative. This approach contrasts the contemporary neoliberal claim that the best university programs are those promoting and allowing a more secure professional insertion in sectors that generate wealth, that would return the investment in education to the community. In fact, there are repercussions deriving from higher humanistic education that are less immediately measurable but that contribute to the overall development of a society. The proposed critical analysis restores the fullness of this vision, anchoring its justification precisely to the critical competence, or comprehension, that socio-humanistic culture develops. However, the need for essential integrations at the level of curriculum design aimed at developing specific and design skills, which are long-term and transversal, is also advanced.
Collini, S. (2012) What Are Universities For? London, Penguin Books
Daniela Sideri
2017-01-01
Abstract
In this critical review of Stefan Collini's text "What are universities for?" it is highlighted the fundamental idea of the author, that the humanities, and therefore classical academic education, are functional to the development of the capacity for understanding, which cannot be considered exhausted in the mere acquisition of knowledge, but is of the same prerogative. This approach contrasts the contemporary neoliberal claim that the best university programs are those promoting and allowing a more secure professional insertion in sectors that generate wealth, that would return the investment in education to the community. In fact, there are repercussions deriving from higher humanistic education that are less immediately measurable but that contribute to the overall development of a society. The proposed critical analysis restores the fullness of this vision, anchoring its justification precisely to the critical competence, or comprehension, that socio-humanistic culture develops. However, the need for essential integrations at the level of curriculum design aimed at developing specific and design skills, which are long-term and transversal, is also advanced.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
