Jaspers Idea of The University

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01 J39i 59-09015 Jaspers The idea of the -university
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CITY, MO. PUBLIC LIBRARY
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THE IDEA OF THE UNIVERSITY
SEEDS-OF-THOUGHT SERIES
edited by Karl
W. Deutsch
Relativity
A Richer Truth, by Philipp Frank, with a fore-
word by Albert Einstein
The Idea
Tragedy
of the University,
by Karl
Jaspers
Is
Not Enough, by Karl Jaspers

edited
German History: Some New German Views, Hans Kohn

Freedom
Is the Right to Choose,
by
by Archibald MacLeish
an introduction by
The
State Versus Socrates, edited with
John D. Montgomery
The Driving Power

Rosenstock-Huessy
of
Western
Civilization,
by Eugen
also edited
by Karl W. Deutsch (with H.

Prospect,
T.
Moore)
The Human
by Lewis Mumford

By
Karl Jaspers
W. Deutsch
Edited by Karl
Preface by Robert Ulich
Translated by H. A. T. Reiche and H. F. Vanderschmidt
Beacon Press
Beacon
Hill
Boston
1959 by the Beacon Press

Library of Congress catalog card number: 59-6686
Printed in United States of America
This book was previously published in
German under the
title,
Die Idee der
Universffit.
To
KARL HEINRICH BAUER
Professor of Surgery
President of Heidelberg University
and in charge of its reconstruction

In Friendship and Gratitude
Biographical Note
Karl Jaspers was born in Oldenburg,
Germany
in 1883.
Equally outstanding as an authority on philosophy, psychiatry,
and
literature,
he
is
perhaps best known as an exponent of

of the greatest figures in
Existentialism.
versity
life,
One
German
uni-
he taught philosophy
at the University of Heidel-
berg from 1921 until his suspension by the Nazis in 1937.

refused to support Hitler and continued to stand
He
by
his refusal
within
Germany throughout the Nazi regime. Spared from scheduled deportation by the entry of the U. S. Army, he was
and elected Honor-
reinstated in 1945 as University President
ary Senator of the University in 1946. Since 1948 he has been

Professor of Philosophy at the University of Basel, Switzerland.
Among
his
other works are: Psychologie der Weltan-
schauungen (1919); Die geistige Situation der Zeit (1931)

(translated as
Man
in the
Modern
Age}:, Existenzphilosophie
(1938); Die Schuldfrage: ein Beitrag zur deutschen Frage
(1946)
(translated as
The Question
of
German
Guilt);
and
Der Philosophische Glaube (1948)

nial
(translated as
The Peren-
Scope of Philosophy}.
major work,
Von
der Wahrheit (1947)
still
awaits
translation.
section of this
work has been
translated as
Tragedy
Is
Not Enough.
Contents
Editor's Note: Jaspers* Challenge to the Universities
ix
Preface by Robert Ulich: ence and Education
On Jaspers'
Philosophy of Exist-
xv
1
INTRODUCTION
PART
i:
The
Intellectual Life
CHAPTER
i:
The Nature
of Science
and Scholarship
Basic Characteristics of Science and Scholarship, 7 The Narrower and the Wider Concept of Science, 8- The Limits of
Science, 13 in Itself, 14
Science as Utilitarian versus Science as an
End
The Basic Assumptions
of Science, 17
Science
fulness,
Needs Direction, 20 Science as the Presupposition of Truth23 Science and Philosophy, 25

2: Spirit,
CHAPTER
CHAPTER
Human
Existence^ Reason
28
30
3: Culture
PAUT n: The Objectives of the University
37
39
In-
CHAPTER
4:
Research, Education
and
Instruction
Research, 41
struction,
Education as Formation of the Mind, 48
56
CHAPTER
5:
Communication
62
Debate and Discussion, 64 The Formation of "Schools of Thought" as an Instance of Intellectual Cooperation, 65 The University as the Meeting Place of Different Disciplines and World Outlooks, 67
CHAPTER
The
6:
The University
as an Institution
70
Failure of the Institution to Live
Up
to the Idea of the
The Necessity for Institutions, 74 The Role University, 70 of Personality within the Formal Structure of the University,
77
vii
V1U
TABLE OF CONTENTS
7:
CHAPTER
The
84
The Cosmos
of
Knowledge
Academic Departments,
80
Classification of
Knowledge, 81
The Expansion
of the University, 88
PART
in:
The Requisites
The
for the Existence of the Uni-
versity
99
8:
CHAPTER
Human
Factor
101
Types of Aptitude, 102
The
the Characteristics of the Masses, 107 tion, 111
Distribution of Aptitudes and The Process of Selec-
CHAPTER
9:
State
and Society
121
The University as a State within the State, 121 Changes in the University in a Changing World, 122 The Meaning of Government Supervision, 123 The Principle of an Intellec-
The Search for Truth and Its Relation tual Aristocracy, 128 The University and the Nation, 134 to Politics, 130
Editor's Note
Karl Jaspers' The Idea of the University was written at the end of Hitler's dictatorship and the defeat of Germany in World War II, after the worst outward and inner catastrophies
had befallen the German universities. The outward destruction was evident in the rubble of the German cities. The inner devastation was less manifest but worse. It was the memory of the thousands of students who had forsaken the books of Kant for the loudspeakers of Goebbels and the jackboots of the elite guards; the professors who had eagerly believed the nationalistic and racial propaganda, forsaking their standards of critical thinking; and those other professors who, while not
believing the doctrines of the Third Reich, yet found it prudent to pretend belief, and not deceived, yet aided the deceivers.
moral ruin, a minority of German students and teachers held firm to their commitments to honesty and
Amidst
this
independent thought.
Many
of
them paid
for this
commit-
ment with
exile.
their lives, or with years in concentration camps or Still others, like Karl Jaspers, lived in Germany, nomi-
nally free but barred from teaching, and in constant danger. These students and professors preserved and redeemed the
honor of the German universities in one of the most

periods of testing that
ars ever
terrible
any community
of students
and
schol-
had to meet.
Karl Jaspers,
did more.
we know, was one of these He was one of the first after the
people. But he collapse of the

to
nightmare empire of the Nazis to
cafl to reconstruction
the rebuilding of the German universities from their foundations. He offered a philosopher's search for the deepest roots and the innermost core of those strange human enterprises
that
we
call universities in
the tradition of the Western World.

vital-
In so doing, he showed in a brief sample the continuing
X
ity

and greatness
of the
German
philosophic tradition: he
wrote a pamphlet for his time and place, the shattered Germany of 1946, and at the same time a deep-probing statement
for
many
times and
many
places.
own unendAmerican debate about the nature and function of higher ing education in this country. We are committed in this country
His views have a contribution to offer to our
to
make higher education
people capable to benefit
from
available ultimately to all of our it. But in moving toward this
goal we must be concerned that this higher education should not become diluted or debased in the process. More than
ever,
we
we must try to preserve and strengthen its essentials; and have reason to attend to a philosopher's advice as to what
If
these essentials are.
we
selves surprised.
thus listen to Jaspers, we may sometimes find ourSome of his ideas may shock us, or strike us
as impractical or worse. Yet even those most at variance with the practices at many of our own universities may deserve a
thoughtful hearing.
Jaspers believes that in
academic teaching,
tive cultural life
scientific
any true university three things and scholarly research, and crea-
are indissolubly linked to each other; and that each of these activities will wither and decline in the long run if separated from the others. Thus to Jaspers, an increase
in the
numbers
of full-time research
men and full-time teachers
would bring forebodings of intellectual dethat no man who is not himself carrying on research can truly teach and educate students at a uniat a university
cline;
and he
insists
versity.
In his philosophy, Jaspers has been an uncompromising enemy of fascism and communism. While refusing any intellectual concessions to the adversaries of freedom, he insists
on continuing communication
at the level of the university
without any political or ideological curtains. Not out of any naive ignorance of political reality, but due to firsthand ex-
Xi
perience of twelve years under a totalitarian tyranny, Jaspers believes that a university must remain committed to such free
intellectual
it
communication, and hence that into
its
community
should
even admit people who have made what
is
called the sacrificio
del inteUetto (the sacrifice of the intellect): even those
who
would be
fident that
intolerant if they could.

it
The
university feels conlive dynamically,
can afford to do
In
its
so.
It
wants to
it
not
statically.
will to
resist
communicate
seeks to associate
It
even with those who
communication.
would be conto a
trary to the idea of the university to
deny admission
man
of intellectual rank
who shows
proof of intellectual achievement
and works
serves
in a scholarly
interest.
way
even
if
his scholarship ultimately
an alien
He
carefully qualifies his point:

that every world outlook
The demand
be represented
at the
university, for example in philosophy, history, sociology

political science,
If
is just
and
as unsuited to the idea of the university.

fails to
a given world outlook
rank, then this outlook has
produce scholars of the first no claim to scientific status. The

living together with
individual certainly prefers
those
who
share his ideas.

university
As long
as
he acknowledges the idea of the

of candidates for
and has a voice in the selection
admission, however, he will be inclined to

diverse viewpoints into the university.
draw the most

intel-
He
does this in order
to create opportunities for fruitful conflict to
broaden the
lectual range at whatever risk
above
all, to allow scholarly
achievement and intellectual quality alone to be the decisive factors. The university not only tolerates but demands that
persons
who oppose
its
aims be admitted to
it.
So long as these
people are content to state and discuss their particular beliefs and authorities within the university, so long as they allow their
be an impulse for their research, they are useful to the university. But if they seek to dominate the university with these beliefs, if in the selection of candidates for the university
beliefs to
they are partial to fellow-believers,
if
they replace intellectual
Xii

freedom by prophetic propaganda, then they come into the the university which aims sharpest of conflict with the rest of
to
uphold the ideal of the university.
emergency where all long-range principles seem overshadowed by the need for expediency in meeting the danger of the moment. Yet, as crisis follows upon crisis, our minds and institutions will require longer views and deeper thoughts. In a world of many and long-lasting emergencies we still
situation,
easy to think of arguments against these views. Such counter-arguments will seem strongest against the background or crisis, some war or near-war of some current
It is
must think about our higher education not only in terms of the need of the present and the short-run future, but also in terms of the long-run future as it seems illuminated by the
No totalitarian dictatorship experiences of the long-run past. has lasted for three generations, but the institution of the relaof the tively free universities
Western World has endured by
now
hundred years, with a record of almost and growth. If we wish this growth to unparalleled vitality continue, we may well ask what has been its secret; and Karl answer may well be relevant Jaspers' attempt at a philosophic
for almost nine
to some of the decisions that face and teachers, here and now.
all of us, citizens,
students,
present translation includes all of the German book, and the whole of except for the last part of the ninth chapter the tenth. The omitted passages, corresponding to pages 124-
The
of the original, refer to conditions specific to Germany or to the immediate post-war situation of 1946, and are not
132,
directly relevant to
American conditions.
discussion of Jaspers' approach, by a philosopher of education thoroughly familiar with conditions in the United
A brief
be found immediately following in the "Preface" by Professor Robert Ulich. Further notes on Jaspers, a bibliography of his writings to 1952, and a discussion by Professor Harald A. T. Reiche, of
States, will
Xiii
Jaspers' style
and the problems of its translation into English, are contained in another small volume of Jaspers' writings,
Tragedy Is Not Enough, in this same "Seeds-of-Thought** ries and published by the Beacon Press.
Yale University
se-
KAKL w. DEUTSGH
Preface
Karl Jaspers, together with Martin Heidegger,
is
Ger-
many's leading representative of "existentialism." Certainly, a man of his ceaselessly inquiring mind is indifferent to finding Ms ideas and reputation affixed with a fashionable label, par-
used to denote so many varieties of philosophical thought that it is often more confusing than clarifying. Still, he himself chose the title Exist enzphilosophie:
ticularly if that label
is
Three Lectures (Walter de Gruyter, 1938) for one of
his best-
known
publications.
pri-
At a time when German academic philosophy was
marily interested in the highly technical subtleties of "NeoKantianism/' Jaspers became profoundly concerned with an issue far more comprehensive than mere theory of knowledge
(though by no means unrelated to
it),
human being and

universe.
his ultimate relation
namely that of the to himself and the
"What
is
called Philosophy of Existence"

"is
he says
of the
in his above-mentioned lectures
but a
new form
one and perennial philosophy. "The fact that 'existence' has now become a word of central
significance is not merely accidental. For it emphasizes the almost forgotten purpose of philosophy, namely, to intuit and
comprehend the
origin
and essence
of reality
by the mode in
which, as a thinking person, and in a kind of inward-directed action,, I am concerned with understanding my own individual existence. This form of philosophizing intends to find a way back to that which really is, away from the mere knowing
about the world, away from the customary fashions of speakof parts away from ing, from conventions and the playing and surface. Existence is one of all that is mere foreground
the concepts which points toward
with the accent given can I it by Kierkegaard; only by virtue of being fully myself the truth of reality." grasp
reality,
XVi
Several influences led Jaspers to this depth of philosophical concern. In consequence of our modern tendency to
work of scholars into departmental boxes, an impressive and important fact in Jaspers' career has remained rather unknown, namely that after studying jurisprudence and medicine he began his professional career as a psyenclose the
chiatrist.*
He
is
the author of one of the best-known Ger-
man
textbooks in this field
(Allgemeine Psychopathologie)
which after 1913 went quickly through several editions and was also translated into French. This training not only enabled him in his treatise on The Idea of the University to
write competently about the scientific responsibilities of higher
education, but also
and perhaps more important,

emphasis on the
it
sharpex-
ened
his insight into the transphysical layers of
human
hence greatness, yet also the limitations of empirical science. Another source of influence came from his encounter with the two thinkers who,
istence;
his frequent
probably more than any others, during the nineteenth century, had asked the most radical questions (though from the opposite point of view) about man's relationship to himself, his
civilization, his
society,
and the Ultimate: the Danish the-
ologian, Soeren Kierkegaard, and the
German
philosopher,
Friedrich Nietzsche.
But
to characterize Jaspers, or
any other original thinker,
with reference solely to influences he underwent during the formative phase of his philosophy would be partial and onesided.
tions
For every creative mind not only transforms suggesand inspirations from outside during the process of absorption, however gratefully he may acknowledge them, but he also expands his search toward directions inherent in his own
*
Jaspers himself has written an intellectual autobiography the English translation of which, with the title On My Philosophy, is contained in Existentialism from Dostoevsky to Sartre, selected and introduced by Walter Kaufmann (New York: Meridian Books, 1956) and, even more recently, the lengthy Autobiography especially written for the volume, The Philosophy of Karl Jaspers, the Library of Living Philosophers, ed. P. Schilpp (New York: Tudor, 1957).
work and
personality.
The sheer volume
of writings
which
Jaspers, seventy-four, can look back upon is enormous, ranging (to mention only his philosophical investigations) all the way from studies of the psychological bases of
now aged
the great systems of thought to modern epistemological problems, and from analyses of individual personalities, e.g. Nietzsche, to comprehensive syntheses dealing with the of civilizations and of human history as a whole.
meaning
Who
breadth?
is
better qualified to write
on the idea and the

of such intellectual
ideals of higher education than a
man
It would be preposterous to use this introduction to summarize for the reader what he will be reading for himself.
Only two remarks may be appropriate here. First, though in The Idea of the University Jaspers does
not speak expressly of existential philosophy, the informed reader senses the existentialist quest. On the first page the leitmotif of the whole book is stated: the university is the
place where man has the freedom to search for truth and to teach truth in defiance of anyone who wishes to curtail this
freedom.
To paraphrase
Jaspers*
definition
of
existential
philosophy (given above), the university is a place where man must be allowed to find himself through authentic thinking
"away from the customary modes of speaking, from conventions and the playing of parts away from all that is mere foreground and surface."
and
living,
Second, in emphasizing the role of the university as the community of the guardians of truth, Jaspers aligns himself
with that tradition which had accounted for the greatness of the German university ever since Kant wrote his treatise on
The
tihe
Strife of Faculties
(Der
Streit der Fakultaten, 1798),
and
theologian Schleiermacher, who Europe and the United States, wrote his essay on the spirit of the university (Gelegentliche Gedanken uber
so deeply influenced liberal religion in
Universitaten, 1808 ) .
XVlii
the Though Germany may claim that, at the turn of it was the first of the European countries eighteenth century, to take seriously the demand for the freedom of thought which of Spinoza had raised in his Tractatus Theologico-Politicus no means Germany alone from which great docuit is 1670, by ments on the ideal function of the university have issued. After the long suppression of academic liberty in France under the ancient regime, the revolution and Napoleon, two French authors, Victor Cousin and Ernest Renan, both influenced by German thought, restored the dignity of French higher education about
and
after the
middle of the nineteenth century. In
and Cambridge were England, about the same time Oxford from a long and comfortable slumber, Cardinal awakening
Newman wrote his famous treatise on The Idea of a University Defined and Illustrated (1859). And two years before Karl
second edition of the essay here transJaspers published the there appeared The Mission of the University by Ortega lated, Gasset (1944), a Spaniard who could no longer be at home
in his
his
own fatherland but had to choose the whole world for domain of living and intellectual exchange. But here one cannot suppress a sad reflection. With all
these high ideals in their tradition, how could it happen that, the unidespite the courageous resistance of some professors
versities of so
many European
is
countries collapsed shamefully
under the attacks of dictators?
One
reason, of course,
strategy by which
totalitarian
the cruelty and thoroughness of governments pursue their deUniversities
structive aims against
human freedom.
guns and armies, and whether lawfully or not,

closed
have no they can be
and
silenced.
is that,
Another reason, however,
with few exceptions, the
European university professor cared too little about the interaction between academic life and its social and political environment.
And
this, it
seems to me, applied especially to the

his merits in other respects.
German
scholar,
however great

could indeed feel himself protected by a long and sacred tradition and forever shielded by a benevolent and respectful government. In addition, he enjoyed high social prestige and, when he "arrived" which, of course, was not easy even a high income. Thus he did not understand that the price of
He
freedom
vigilance and readiness for sacrifice; he took his exalted position for granted and did not see, or did not want to see, the clouds growing darker and darker above the acais
demic world.
Still,
man,
it is
provided an ideal corresponds to the true aims of not any less true because it has sometimes been
deserted by weak human beings. If goals never fully attainable did not exist as a challenge and spur to man's conscience, the frontiers of civilization would never have been pushed forward. And while, to the of intellectual some
dismay
Germany,
of Karl Jaspers" famous philosophical colleagues betrayed their own professed ideals under the impact of National Socialism, he himself stood upright. Even when his Me was in danger, he represented the kind of person upon whom the Romans would have bestowed the title vir fortis et constans, ""brave
and steadfast man," He not only talked about truth: he lived in truth, as he had always demanded it from everyone who wished to be counted a man with a sense for true and authentic
living.
not easy to translate any of Jaspers' works. Needless to say, The Idea of the University has been rendered into not merely to add one more book to the English ever-swelling
It is
number
it
of treatises on higher education.
We
should listen to
after years of suppression suffering, could again express his belief in the lasting,
as the voice of a
man who,
and and
it
ultimately irrepressible, value of truth, and we should use a spur to look critically upon our own situation.
as
We may see a certain safeguard against governmental tyranny in the decentralization of the American school system and the independence of so many of our leading academic
XX
institutions
THE IDEA OF THE UNIVEBSITY

from
state
the other hand,
we
are not always
departments and political parties. On happy about the depend-
ence of our colleges and universities on private donors, which forces our presidents to knock at the doors of rich men not
genuinely interested in academic freedom, sometimes perhaps still remember the hearings presided even suspicious of it.
We
over by Senator McCarthy in the early igso's. Our administrative staffs grow from year to year to take care of public rela-
someand the avalanche of petty responsibilities. times despair of our capacity to instill in the ever-growing masses of students, perhaps even in our own colleagues, a sense
tions
We
for those values of higher education that are

utilitarian.
We
how
the virtues of
more than merely wonder how much room may still be left for contemplation which are the prerequisites of
creative scholarship.
question
may also ask ourselves the painful our colleges and universities would stand the
Some,
We
test of battle against dictatorships.
we know, have failed
even before minor powers.
enough to say that many of their apparent disadwhich keep our places of learning in contact with the vantages vicissitudes and sharp edges of the practical world and these
is it
Nor
are not always pleasant experiences may be, at least in part, our empirical way of learning about, and living within, "the
and essence of reality." But perhaps it is not our intrinsic merit, but our more fortunate historical and political situation that has permitted us to survive. To be sure, during the past thirty years a whole
origin
flood of literature has arisen about the value of the liberal arts
and the relationship between the sciences and the humanities, and we may rightly interpret this as a sign of our own urge for self-examination. Thank heaven, we have even the courage
to laugh heartily at our weaknesses.
with good conscience, we could works of Schleiermacher, Newman, Ortega y Gasset or Jaspers. Of our more than fifteen hundred
Yet
we have
little that,
set at the side of the
XXi
colleges,
claim to have made any contribution to There are reasons: it has been not much more than two generations since the American institutions of higher learning have risen above the older type of college, which was a sort of middle ground between secondary and truly academic learning. We still show the traces of the older
many cannot
creative scholarship.
conditions in our desire to guide the student through every step of his career, to prescribe his reading, and to control his progress through a pedantic process of examinations. All this
is
far
from the idea of higher learning as expressed by the

mentioned.
men
just
In addition, though
we
have individual manifestoes of

of our great university presi-
power and
significance
by some
dents, they were more concerned with educational policy than with philosophical problems. Moreover, we like to work in committees. Though such labor may be effective from a
practical point of view, it ends by necessity in compromising ultimate issues and deeper convictions, if not in avoiding them "Existentialist" questions are rarely asked in "Retotally.
ports"
It
matters
little
what term we may choose
to denote
in this respect. reality. Indeed, existentialism has no monopoly But only if this struggle will be valiantly fought and ex-
pressed can higher education and the democratic society find the sources of continual inner re-creation and heightened
productivity.
Harvard University
ROBERT XTLICH
INTRODUCTION
The university is a community of scholars and students engaged in the task of seeking truth. It is a body which administers its own affairs regardless of whether it derives its means from endowments, ancient property rights or the state; or whether its original public sanction comes from papal bulls,
imperial charters or the acts of provinces or states. In every case its independent existence reflects the express wish or continuing toleration on the part of the founder. Like the church derives its autonomy respected even by the state from an imperishable idea of supranational, world-wide character:
it
academic freedom. This is what the university demands and what it is granted. Academic freedom is a privilege which entails
the obligation to teach truth, in defiance of anyone outside or inside the university who wishes to curtail it.
is
The university is a school but of a very special sort. It intended not merely as a place for instruction; rather, the student is to participate actively in research and from this experience he is to acquire the intellectual discipline and education which will remain with
him throughout his
life.
the student thinks independently, listens critically and sponsible to himself. He has the freedom to learn.
Ideally, is re-
The
state
university
is
the one place where
by
concession of
may cultivate the clearest possible self-awareness. People are allowed to congregate here for the sole purpose of seeking truth. For it is a human right
society a given epoch
and
that
man must be
allowed somewhere to pursue truth unconstate
ditionally
and for its own sake. At the same time, however,
and society have an
ac-
tive interest in the university, for it prepares its graduates for those careers in public service which require scientific ability
I

intellectual training.
and
Few
will
deny the potential useful-
ness of the kind of intellectual training which the university derives from participation in honest research, re-
graduate
and specific results. Yet even if such pracwere open to doubt, man's basic determination remains unshaken: to seek for truth without limit and at any determination to drive him on he could price. Without this never climb to those levels of insight of which he is capable. Thus, the university is an institution with practical objectives, but it attains them by an effort of the spirit which at first transcends them only to return to them afterwards with greater and calm. clarity, strength, It is impossible to put readily into words what truth is and how it is acquired. Here, the answers manifest themselves only indirectly, in the very life of the university, and even then
gardless of subject
tical utility
they are not
final.
What
is
follows, therefore,
is
only a provi-
sional attempt to formulate
some
of these answers.
The
university
the corporate realization of man's basic

to
Its most immediate aim is to disbe known and what becomes of us
determination to know.
cover what there
is
through knowledge. This eagerness to know expresses itself through observation, through methodical thought, and through
self-criticism as a training for objectivity. It is active even where we confront the very limits of all knowledge and the special risks and tensions inherent in any intellectual quest. Oneness and wholeness are of the very essence of man's will to know. In practice this oneness and wholeness is real-
ized only in specialized
fields, yet these very specialties are not alive except as members of a single body of learning. Integration of the various disciplines joins them into a cosmos
which culminates in the vision of unified science, in theology, and in philosophy. To be sure, this cosmos includes polarities which time and again break apart into conflicting and mutually exclusive opposites.
The
unity of knowledge survives

in subject
nonetheless.
For despite great diversity
and prob-
3
lem, scholars remain united

by a common
scientific* outlook.
university, then, is an institution uniting people professionally dedicated to the quest and transmission of truth in scientific terms.
The
is
Because truth is accessible to systematic search, research the foremost concern of the university. Because the scope of truth is far greater than that of science, the scientist must
dedicate himself to truth as a
human being, not just as a spethe pursuit of truth at the university demands Hence, the serious commitment of the whole man. The university's
cialist.
second concern
mitted.
is
teaching, because truth
must
also
be
trans-
Understanding, moreover, presupposes the intellectual maturity not just of the mind but of the whole man. It therefore follows that instruction
and research must aim

skills.
than the transmission of bare facts and

for formation of the whole
for more must aim They
man,
for education in the broadest
sense of the term.
To map out the idea of the university means to orient ourselves by an ideal which we can never more than approximate.
We
we
shall
proceed in three ways.

shall, first,
We
consider the nature of intellectual

is
life in
general, one of whose forms
realized in the university. Next, shall turn to the responsibilities inherent in the corporate
realization of intellectual life at the university. Lastly, shall consider the concrete foundations of the university
we
and
how
*
these affect
its
functioning.
covers study in both the sciences
"scientific"
The German term Wissenschaft
and the humanities. Hence, throughout this book, always be understood in both senses at once.
must
PART
and
I:
The
Intellectual Life
If
if
the university serves science and scholarship

science
and scholarship are meaningful only
insofar as they are part of a comprehensive intellectual

life,
then
this intellectual life is
the very
Me
blood of
the university.
Intellectual
lif e
can take many forms apart from
that at the university.

terized
At the
university
it is
charac-
by an
institutionalized
and orderly collabora-
tion of scholars. Thus, in order to understand the idea
of the university
and
its
institutional
forms
we must
say something about the intellectual
Me
in general
and about the nature

particular.
of science
and scholarship in
CHAPTER ONE: The Nature

of Science
and Scholarship
Basic Characteristics of Science and Scholarship

Science and scholarship represent a land of knowledge is methodical, cogent and universally valid. Let us take up each of these three characteristics of scientific knowledge.
First of
all,
which
science
and scholarship are inseparable from
a sense of method. The subject I am working with itself determines how I must go about getting results. My method defines the point of
view and
limits of the material I
am working
with.
The very
if
guesswork and
opposite of scientific thinking is unmethodical an uncritical acceptance of ideas on good faith.
Even
what
is
accepted in this
way happens
to
be the
result
of scientific inquiry, that does not make the uncritical acceptance of ideas any the less unscientific. Such knowledge is in
fact a sort of superstitious "science worship/* Unless I myself have control over the ideas which I accept, I fall a defenseless victim to those ideas. Knowledge retains its relativity only
when we understand the method by which it was attained, when we understand its point of view and its significance. When we do not so qualify "fact" it becomes deceptively absolute.
Secondly, scientific knowledge is cogent. The kind of truth which I can understand scientifically is a matter of
purely rational evidence.
It is right as it stands and requires no additional personal commitment on my part. Conviction is the very opposite of this form of knowledge. Its truth hinges on my personal commitment to it in terms of my own Me. That is why Galileo could meaningfully recant before the
Inquisition.
(After retracting his
he
is
reputed to have said,
moving earth hypothesis * "But it moves nevertheless.

9

is
This
place.
true not to the letter but to the spirit of Galileo knew that his disavowal could not
what took
truth.) In Bruno,
change the on the other hand, a willingness to make conphilosoph-
cessions and retract all nonessential doctrine went hand in hand with a heroic refusal to disavow his most basic
ical convictions.
Their truth, because
purely theoretical plane, disavowal Thus, their until proven in terms of the philosopher's unwavering and enthusiastic endorsement.
Thirdly, scientific findings have universal validity. Their cogency can be verified by anyone. Because of this, the dis-
was not cogent on a would have been refuted by Bruno's truth was properly not established
it
semination of scientific knowledge is coextensive with the presence of the scientific outlook. Consensus is the mark of
universal validity. Therefore scientific truth prevails wherever people think in scientific terms. In philosophy such universal
validity
is conspicuously absent. For if a given philosophical conviction could command universal acceptance, it would not
need
ance.
my
personal commitment to
it.
of scientific
knowledge
is
connected with
Conversely, the relativity its universal accept-
Research could not progress if its universally cogent findings were valid in an absolute sense.
The Narrower and
the
Wider Concept
of Science
This concept of scientific knowledge, simple though it is, has been slow in evolving and is perpetually threatened. It our unending effort in its behalf. Science is not the requires
whole
of thought.
If it
symbolizing would be science. Science, moreover, mount to arranging concepts in logical sequence.
rational
were, the child's earliest attempts at is not tantaIt is
not the
ordering of concepts and phenomena either. Science does not begin until boundaries are drawn within the
sharp
whole of thought, marking off the from the nonscientific forms.
scientific
form of knowledge
Science in this narrower and proper sense arose conjointly with the extension of knowledge. It began as a science
of discovery: as research. This research became methodical in a
new way. A trial confirmed or refuted in practice. This is a battle with the data. The data is not taken for granted but examined as to its possible We our
hypothesis
is tested,
implications.
implement
desire for
in
ever-increasing accuracy
mathematical language and through better measurements. To make coincidence or
putting our hypothesis refining our observations
by
dis-
agreement between hypothesis and observation fruitful as criteria we must first define with maximal accuracy the terms of
this
agreement or disagreement; le. hypothesis and observa-
tion itself. Science not only outstripped all previous standards of universal but clarified its own assumptions in each cogency
case.
"objective" only in the sense of considering all assumptions tentative and rejecting any that obscure or distort truth and reality for the sake of a particular bias. Science em-
It is
ploys
trial
and which
it tries
hypotheses which it fully acknowledges as such out for their potential fruitfulness as tools
test
of discovery.
Only experience can

tions.
the truth of
scientific
assump-
success or failure of any hypothesis is due to factors beyond the particular application of the hypothesis but involves the whole of truth. Is it chance which favors a few
The
among a multitude
Is it his luclc, his
of speculations
and disregards the
rest?
the
scientist's
unforeseen closeness to reality which directs choice? Is it an unaccountable intuitive power?
In retrospect, the great discoveries always seem to follow naturally from their underlying principles. Yet in their own day the full theoretical significance of these discoveries was
never entirely
clear.
How
were Galileo and Lavoisier able to
set in
motion
trends of investigation which along with new offshoots continue to be effective to this very day? Thus, for example,
10
Lavoisier
certain assumptions all of which were made but which he was the first to elevate to the status before him, of permanent and unqualified truths: That which can be dis-
made
solved no further
is
an element. Matter can neither be created
nor destroyed. Weight is the reliable index of mass, as all matter is subject to the same force of gravity. Scales had been
used before his time. But he was the

ter
first
to rule out, as a
mat-
any exception or compromise with which would interfere with the evidence logical consistency of his scale readings. Lavoisier's assumptions ran counter to
of basic principle,
sense evidence. This flagrant discrepancy constituted a standing temptation to abandon these assumptions. What then
makes Lavoisier different from a speculative fanatic? Was his achievement due to his intellectual caliber, or just happy coincidence? Neither. The reason his theory succeeded was that scientists were prepared to accept the absolute truth of his
presuppositions
since they
could independently verify his
experiments. Every era has
had
its
self-appointed "custodians of truth"
who
greet any radical attempt to introduce new premises with a storm of protest. All that Such criticism accomplishes is this:
work with hypotheses of only which do not describe reality itself but only particular aspects of its appearance. Presuppositions have only tentative validity. What few "hits" there are among the
that all branches of learning
relative validity
countless ineffectual efforts of pure speculation are usually amazingly productive. Hence the genuine scholar and scientist distrusts all
pure speculation which cannot furnish proof

then,
is
of past or future fruitfulness. What characterizes science
this:
We
cannot
achieve universally valid and cogent knowledge of reality except within a framework of assumptions which we know to be
only relatively valid.
The new
science
began
as a
mathematical science of na-
ture, motivated by a revolutionary concept, the universal ap-
11
plicability of the scientific method. Even Greek science, with the exception of certain forms of mathematics and of Plato-
nism, lived
by the idea
of initial perfection
itself as essentially
complete. the conception of a closed finite cosmos. On the other hand, the universality of the "new science" does not reside in an all-
Its universality
and thought of was based on
inclusive world-system, but in open-minded readiness to subject everything to scientific investigation. True, the form of Greek science survives to the present day. It survives in the
average understanding as a distortion of the real meaning of

science. Modem science is prepared to penetrate ever deeper into the infinite expanse of Being by continuing to build upon previous discovery. It endeavors to search out
modern
things hitherto unnoticed, to realize not a cosmos, but the idea of a cosmos of scientific methods and the unity of science in an "open-ended" universe.
Along with the new openness of inquiry there arose a new sense of the richness of reality and of the gaps between
the different levels of being the lifeless, the living, the soul, the mind. People also gained a new systematic awareness of
the different categories of understanding. At
scientists
first
the "new"
impoverished
reality
by reducing
it
to causal, logical
and quantitative terms (measuring, counting). In short, they wanted to make the world understandable in terms familiar from the production of artifacts. Gradually, however, the categories of understanding were more clearly defined, thus
preventing the confusion of categories without the sacrifice of any already existing ones. Everywhere there was a shift of
focus to
what
is
universally valid
and cogent.
In achieving clarity about its own methods and limitations the new science necessarily set free that mode of
thought from which
it
differed.
For there
is
a type of thinking
which produces
insights without universal validity
and co-
gency, yet of fundamental importance to life itself. This type of thinking penetrates to the heart of reality not through analy-
12
ses

but through flashes of
insight.
Because science
is
limited
to the cogent and universally valid> scientific research and disitself but of its covery is limited to the study not of Being
to this narrower concept of science appearances. Opposed there is a broader one. Science can acknowledge this broader even basic to itself, concept as complementary and perhaps are avoided. The type of thinking which provided confusions
illumines
by
flashes of insight is not part of science

roots.
but has
its
own independent
Science in this wider sense includes any clear understand-
and conceptual means. Thinking obtained through rational so understood does not provide insights into matters ing
hitherto unfamiliar, but clarifies
want
really mean, or believe. Science in this broader sense is identical with

it
what
is
the area of lucid self-knowledge. Then there is a form of thought (speculative philosophy, for example) which requires our personal commitment in order to achieve the status of truth.
Finally, thought
may
function as a cipher or code, simulof the
taneously disclosing and concealing reality. These splendid and life-inspiring efforts
human
mind
are
They more
are scientific solely by virtue of their clarity and rigor. are at the same time more and less than science. They
insofar as they are a creative
that transforms
man. They
of thinking, one are less than science insofar as
way
they do not
yield"
any concrete knowledge.
It is therefore of
decisive importance to
know what
is
meant by the narrower
concept of science. This is the concept which modern has in mind, however vaguely, when he speaks of science.
it
man
For
alone concerns
itself
edge and thus does not require
with cogent, universally valid knowlmy total personal commitment.
Moreover, the very clarity of science throws into bold relief what is unique and indispensable in the aims, evidence and
procedure of philosophy. For philosophy cannot fully realize
13
its possibilities

except side
science,
from
and
in aiming
by side with science, beyond science.
in distinction
The Limits of Science

Science in the narrower sense is irrevocably limited in the following ways: Scientific knowledge of things is not the knowledge of Being. Scientific knowledge is of the particular.
It is directed
Being
Being
itself.
By the
toward clearly designated objects, not toward very knowledge which it achieves, science
its
emphatically highlights
itself.
philosophic ignorance concerning

life
Scientific
knowledge cannot provide
or direction.
other
The very clarity of science points than science for human Me as a whole.
is
with goals, values to a source

essential
Science, moreover,
ing.
Its existence is
unable to
to motives
tell
us
its
due
whose
truth
meanand cogency
are themselves beyond scientific demonstration. The limits of science have always been the source of bitter
disappointment when people expected something from science that it was not able to provide. Take the following examples:
man
his faith
without faith seeking to find in science a substitute for on which to build his life; a man unsatisfied by phi-
losophy seeking an all-embracing universal truth in science; a spiritually shallow person growing aware of his own futility in the course of engaging in the endless reflections imposed by
science. In every one of these cases, science begins as an object of blind idolatry and ends up as an object of hatred and contempt. Disenchantment inevitably follows upon these and
similar misconceptions.
One
question remains:
its
What
value
can science possibly have when

so painfully clear?
limitations
have become
14

Science as Utilitarian versus Science
as
an End in
Itself
Since Bacon and Descartes people have sought to justify science by pointing to its usefulness. Descartes considered
the following as decisive motivations for science: its uses for labor-saving devices, for the better fulfillment of human wants, for the improvement of health, for improved efficiency on the
political
and communal
levels, finally
even for the invention
of a "scientific morality/* On closer inspection we see first that all technical applicability has its limits; technology is only one field in the vast realm of human possibility. Secondly, the
great fundamental discoveries are manifestly not due to the considerations of their practical utility. Such discoveries were made without any thought to their applicability. They well
up from
levels of the inquiring
mind which we cannot
control
or predict. Fruitful application in a host of particular inventions is possible only once the theoretical groundwork has been
laid.
The
spirit of
research
vention differ essentially. It contest either the usefulness of science or
and the pragmatic spirit of inwould be absurd, to be sure, to

its
right to serve the
practical ends of living. These do give meaning to some branches of science. But practical usefulness cannot be the
whole or the only meaning of
science. This
is
because the need
for certain inventions did not give rise to science (the great discoverers were on the whole not inventors). Invention alone
research alive permanently. Some people have countered the subordination of science to technology and the improvement of living conditions by
scientific
could not keep
solemnly pronouncing science an end in itself. Indeed, science is an end in itself to the extent that it expresses man's fundamental and primary thirst for knowledge.
This thirst for knowledge intrinsically precedes
tions
all
considera-
of usefulness.
For knowledge reduced to pragmatic
15

is
terms
not the whole of knowledge. Mans fundamental does not stand or fall with quest any one educational ideal of
valued exclusively from the of common standards and forms and for its standpoint ability to shape the whole person according to the accepted ideal. Plain curiosity, the naive desire to see the strange and unknown and to learn about them at second hand in the form of experihistory.
is
Here knowledge
ence and
ness of
results,
?
comes
closer to
man s
quest for knowledge.
preserving the primary freshBut curiosity only touches

quickly loses knowledge, cuit
things without seizing them. Quickly aroused interest Before it can become an element of
riosity
sort
must first be transformed. Thus transformed it no longer requires justification of any and is correspondingly less able to account for itself.
alone
Man
among
all
other beings considers himself
human
only so long as he involves himself in the process of knowledge. He alone is willing to face the consequences of this
knowledge.
He
takes this risk because, regardless of the con-
sequences to his personal existence, truth is his reward. Indeed, we come to know ourselves insofar as we come to
only
grips with the world about us, with the various levels and kinds of knowledge and with the intellectual formulation of
possible lines of thought and action. Man's primary will to know struggles
satisfied
formalism of empty learning which drugs
against the selfman into
lectualism, against nihilism
the illusory calm of fulfillment. It fights against empty intelwhich has ceased wanting anything and thus has ceased wanting to know. It battles meagainst
which never takes stock of itself and which confuses knowledge with the mere learning of facts and "results." The only satisfaction which man derives from a radical commitdiocrity
knowledge is the hope of advancing the frontier of knowledge to a point beyond which he cannot advance excep* by transcending knowledge itself. The slogan "science an end in itself* was coined to ex-
ment
to
16
press man's primary
It
THE IDEA OF THE UNIVEKSITY

and unconditional
thirst for
knowledge.
has been erroneously taken to certify the intrinsic value of any factual discovery whatsoever, of each and every correct of knowledge, and scientific application of method, extension
was the uncounted mass of occupation. Chaos ensued. There the diffusion of the sciences into a arbitrary factual finding,
vast unrelated aggregate; the complacency of specialists ignorant of and blind to the larger implications; the triumph of the "production line" approach to learning, forever losing itself in
the endless waste of
mere
factual correctness.
Mecha-
nized and drained of all meaning, intrinsic or human, science became suspect along with its claim to have intrinsic value. The motto "science an end in itself" is in ill repute. The
much invoked
of
its
crisis of
science resulted in the disavowal of all

will serve
meaning.
it is
It
was claimed that science

it
any
master, that
it is
a whore; that
leaves the soul empty; that
a production line indifferent to the human heart; that, estime carting rubble back and forth. sentially, it spends its
These charges do apply to a degenerate pseudo-science, but not to man's primary quest for knowledge. If for medieval man knowledge culminated in the vision of God; if as an act of Hegel, in all seriousness, spoke of logical thinking
if even the logical positivist acknowledges religious worship; the existence of the unknowable, then we too can experience
human
fulfillment in truth.
More
radically than ever before,
men
are thinking about what truth is. Modern man remains that nothing except the intensely alive to the ancient wisdom
we discovery of truth gives meaning to our life (even though lack final certainty as to what that meaning is and what it imis plies); that nothing
and that, above
all,
exempt from our desire for knowledge; life seeks to base itself upon thought. These
and sociology, have age-old insights, irreducible to psychology attested man's higher origin.
The only
access to these conclusions
is
by way
of science.
17
It

remains to clarify the nature of true science conceived in
this
way.
The Basic Assumptions

The
oj Science
slogan "science assumes nothing** was meant as a
battle cry against restrictions which would have been imposed upon learning in the form of specific unquestionable dogmas. TTiis "battle cry" was justified to the extent that it signified
science's refusal to
commit
itself to
preconceived conclusions,
to limit the scope of its inquiry, to consider anything as "taboo" or to sidestep certain inevitable conclusions.
In
fact,
however, there
is
no such thing
as a science withis
out assumptions.
recognizes
of thought
tions.
What
is
characteristic of science
that
it
and
clarifies
criticism. Strictly speaking, science represents
these assumptions in a spirit of selfa tentative body
aware
it
of itself
and consistency
and aware that whatever validity has derives from certain specific assump-
logic.
Thus, science presupposes the validity of the rules of Where the principle of contradiction is denied thinking
intrinsically recognizes
and knowing are impossible. Thought

this principle.
Where
itself
concepts are allowed to

self-contradiction
is
become vague
and equivocal, where

jection,
tion.
not deemed an ob-
speech
has ceased to be meaningful communica-
statement denying certain logical assumptions must denial. Whorespect them at least for the duration of this very ever is unwilling to acknowledge these assumptions is un-
Any
amenable to argument and can only be left alone like the "irrational plant" to which in Aristotle's phrase he has degraded
himself.
We
are mistaken, therefore,

is
when we
absolutize knowl-
are possible only where the laws of logic edge. Knowledge known is not Being per se respected. Consequently, what is but those aspects of reality which present themselves in terms
of the conditions imposed
by our own
tibdnking process.
18
THE IDEA OP THE UNIVERSITY
Moreover, science presupposes Its own desirability. It is impossible to defend science on grounds themselves scientific,
No
science can prove
its
value to one
is
who
denies
it.
Man's
crave
primary craving for knowledge knowledge for its own sake, a
autonomous.
We
passion
whose
self-affirmation
remains the permanent premise of
all science.
further important assumption of science pertains to the choice of subject to be investigated. The scientist selects his problem from an infinite number of among possibilities.
Obscure
instincts, love and hatred may motivate his choice. In every case it is will, not scientific knowledge, which makes him decide to take up a particular subject.
Lastly,
science presupposes
ideas.
It is
that
we
let
ourselves
be
guided by
only through such "schemes of ideas/' as Kant called them, that our minds are guided by the encom-
passing whole around us, even though this encompassing whole cannot itself become an object of cognition and all our
nificance.
conceptual schemes have only auxiliary and provisional sigIdeas and hypotheses are thus auxiliary constructs
finite
which must disappear again for they are inevitably

is
and
thus inevitably false. Yet without such ideas to guide us there
no unity of focus, no direction, no distinction between trivand important, basic and superficial, significant and meanwholeness and diffusion. They form the context which ingless,
ial
motivates our special interests, permits flashes of insight and discovery and lends meaning to pure chance. The
unending
of conceptual outlines guiding us, futile as they are each alone, are our only way of relating ourselves to the infinite. Yet these guiding ideas have to come alive in the scholar himself before can have
number
learning
any meaning.
assumptions. To these may be added the particular assumptions of particular disciplines. The theologian, for instance, believes in miracles and revelation.
All sciences
make such
These topics are inaccessible and therefore nonexistent to

empirical science
so far as scientific explanations are con-
19
kind
ceraed. "Since science disclaims assumptions of a theological it requires the believer to admit no less, but also no more
granted that a given sequence of events is to be without reference to supernatural interference, such explained being inadmissible as empirical cause, then this sequence must
this:
than
be explained in the manner attempted by science" (Max Weber). Any believer can admit this much without becoming
untrue to his
faith.
Theological science proceeds differently. Assuming the existence of revelation, theology clarifies the implications and
this faith. It develops special categories to the inexpressible. express Both explanations, the secular and the theological, oper-
consequences of
ate with assumptions. They are not, strictly speaking, mutually exclusive. Both are forms of thought which work with
assumptions and see where and how far they will get with them. Both remain scientific so long as they acknowledge one another and remember in a self-critical spirit that knowability
is
but a mode of Being within Being, never Being per se. When we point out that all science proceeds from neces-
sary assumptions it is equally important to make clear what, contrary to widespread belief, we need not assume: that the
world is entirely knowable, or that knowledge deals with Being

itself;
or that knowledge is somehow absolute in the sense of containing or providing nonhypothetical knowledge. The
converse
is
apparent the
moment we
reflect
on the
limits of
knowledge. Nor does science presuppose a dogmatic Weltanschauung. Quite the contrary. Science exists only to the extent that such
a Weltanschauung does not enjoy absolute validity, or, if it does, only if its results can survive the crucial test of unbiased
examination, to the extent, in short, that Weltanschauung re-
mains a mere hypothesis. For decades people have noisily denied (no critical student had ever asserted it) that science can dispense with as-
%
It is useful to
THE IDEA OF THE UNIVEORSITY
sumptions. point out the dangers attendant upon this one-sided emphasis. All too easily all meaning is drained out of the sciences and concentrated on the premises alone, thus rendering them dogmatic. Well-meaning people, but poor craftsmen, unproductive in the sciences and uninterested
study reject what they do not even know. In place of science they want something entirely different: politics., church, propaganda for various irrational drives. Instead
of working hard and devotedly at their subjects and looking at things concretely, they allow themselves to slip into pseudo-
in methodical
philosophical talk, generally about the "whole," the "total picture/' The most necessary of all presuppositions for science
is
a sense of direction. It has often
been forgotten that science
even so
much
as needs direction.
Science Needs Direction

For a advance spontaneously, but this is but the lingering momentum of an impulse itself due to a deeper cause. Soon, however, contradictions become apparent which threaten to bring about the of the entire structure. collapse
while
it
Left to
itself
science loses this sense of direction.

to
may seem
Science as a whole
is
neither true nor alive without the faith
on which
it rests.
itself
This can be expressed in another way. Unable to fend for science needs direction. Where this direction conies from,
it
and what meaning
imparts to science
is
decisive for the self-
realization of science. Neither utility nor "science as an end in itself* can, so we have seen, constitute the real impulse for scientific activity. Agencies external to science may, to be sure,
utilize it as a
means
to nonscientific ends.
If,
But then the
full
sci-
meaning entific knowledge becomes

is
of science remains veiled.

its
on the other hand,
own
ultimate aim, then science
meaningless. The direction must come from within, from the very roots of all science from the unqualified wiU to
21
know.
for knowledge,
find
In submitting to the guidance of this primary thirst we are not ultimately led by some goal we can know or name in advance. are led by something we
We
growing ever keener as
we
master knowledge
is
that
is
by
responsive reason.
How
is
this possible?
Our primary
terest.
if
thirst for
knowledge
not just a casual in-
a compelling necessity for us which forces us on as knowledge held the very key to our human self-realization.
It is
No one piece of knowledge can satisfy us; tirelessly we keep on

going, hoping to embrace the very universe through knowl-
edge.
Propelled as search is guided

strive to
know
by our primary thirst for knowledge, this our vision of the oneness of reality. by particular data, not in and for themselves, but
it is
We
as the only way of getting at that oneness. Without reference to the whole of being science loses its meaning. With it, on
the other hand, even the most specialized branches of science are meaningful and alive.
This oneness or wholeness of reality is not to be found in any one place. All I can ever know is a particular instance among an endless variety of things. Thus, what determines the
actual direction of any inquiry is our ability to perpetuate, yet continuously to interrelate two elements of thought. One is
our will to know the
infinite variety
and multitude of
is
reality
which forever eludes
us.
The
other
our actual experience
of the unity underlying this plurality. Still, that experience of unity cannot be had except as we face up to the fragmen-
tary character of aU
human knowledge.
and
In one sense, then, science makes us face the facts pure simple. Evermore sharply we realize "this is the way
things are/*
We begin to understand what the appearances

to
of
things seem tual appearance of things and forego premature simplification and wishful thinking. Science disenchants destroys my rapsaying. Science compels us to face the fac-
be
ture at the beauty
and harmony
of the world. Instead
it fills
22
me
with horror at the cacophony, meaninglessness and unaccountable destruction of things. In a second sense, experiencing my genuine ignorance I
grow aware,
indirectly,
of the unity transcending
and
my Only and my This meaning can no longer be rationally defined because it is beyond knowledge. Since it is unknowable it cannot serve as the presupposition for our choice of scientific objectives and methods. Only after we have committed ourselves to the quest for knowledge can we learn the source and meaning of
secretly motivating
this unity gives life
entire search for knowledge. search. meaning to
knowledge.
If I
ask myself where

itself to
all this
knowledge
is
headed
for, I
world wanted
It is as though the be known; as though it were part of our in this world to get to know the world glorification of God with all our God-given faculties, to rethink as it were the
can only answer in metaphorical terms.
thoughts of God, even
if
we
ourselves can never grasp
them
except as they are reflected in the universe as we know it. To the extent that learning is guided by the original impulse to rational inquiry, an impulse at once responsive to yet transcending the world about us, to that extent alone it has
meaning and
this guidance, it
must be
himself.
left
Though it is philosophy which provides cannot be expected to produce at will what to mature spontaneously within each thinker by
value.
From
all this I
can conclude that science
is
not the firm
ground on which I can rest. It is the road along which I travel so that I may grow aware of the transcendence guiding my will to know. I travel this road with all of that restless thirst for knowledge which characterizes our life in the realm of
time.
shall
Granting this view of science as a way not an end we understand that our many frustrations with knowledge
are due to a loss of inner guidance.
We
recognize that loss
%3
drift, whether from idle curiosity or because science has just become something to keep us busy. These are blind alleys from which we keep returning to heed that inner sense of direction which determines our course
whenever
we
allow ourselves to
of study and research. have a bad conscience when we give in to mere "industry" to drown our sense of hopelessness.
We
Such "industry" cannot disguise the deadly

ingless work. Instead
inertia of
mean-
we ought
to
make
ourselves receptive
to the ideas
which guide our work. These ideas stem from the
transcendent wholeness motivating our search. This concept of wholeness which guides our search, however, is not unequivocal. No one is able to grasp it in its fullness or to claim that what he true. No one grasps is
universally
can claim to be
its
sole possessor. This
guidance becomes
ef-
fective only in the dialogue between the thinker and the manifold objects of knowledge. It is realized through the continued
forward and upward surge of learning at each point in history. It involves trial and risk. This is why science can supply the driving force toward truth and truthfulness in our daily lives.
life
Science as the Presupposition of Truthfulness Science unmasks illusions with which I would like to make more bearable, by which I hope to replace faith or at least
to transform faith into certain knowledge. Science disperses half-truths which serve to hide realities I am unable to face. It
breaks up the premature constructs which uncritical thinking sets in the place of tireless research. It keeps us from lapsing into deceptive complacency. Science furnishes a maximal clarity concerning the condition of man in general and of my own person. Science provides the conditions without which I cannot live up to the
challenge implicit in my native capacity for knowledge* Fulfilling this task is man's great destiny. It challenges him to show what he can make of himself through knowledge.
Science springs from honesty and produces
it.
We cannot
24

scientific attitude
be truthful unless we have absorbed a
and
mode
of thought.
It is characteristic for
is
scientific attitude
always to differentiate between what what is not known cogently ( I want to
known cogently and know what I know and
what
know). This knowledge includes the way which leads to knowledge and the boundaries within which this
I don't
is valid.
knowledge
terized
The
scientific attitude is further charac-
by readiness to accept any criticism of one's assertions* For the thinking man, for the scientist and philosopher, in particular, criticism is a necessary condition of life. There
can never be enough of the kind of questioning which compels him to examine his insights. A genuine scientist can profit
even from unjustified
criticism.
He who
avoids being
crit-
icized essentially does not want to know. Once the radical will to know, which forms the basis of
the scientific quest for knowledge, has become existential reality in the life of a human being, no conditions of time and
place can unmake that fact. For whom does science come to life? not for those who lose themselves in the never ending
diversity of harmless facts (which they accept without ever questioning their possible significance); nor for those who painfully strain to learn material in order to pass examin-
ations or in order to prepare themselves to practice a given occupation. Knowledge comes to life for the real scientist.
His extraordinary patience and toil become inflamed with enthusiasm. Science becomes the principle animating his
Today as at all times the magic of science can be experienced by young people for whom the world is challenging. And today too (perhaps even more than ever before) we
whole
life.
experience the burden of science; science endangers both the naive strength of the non-self-conscious as well as the illusions
requisite for living; what Ibsen called the "life lies." It takes courage to conceive by questioning, instead of merely learn-
ing by rote.
to
The
old
maxim
still
applies: sapere aude!
(Dare
know!)
25

Science
and Philosophy
make some coherent
state-
We
are
now
in a position to
ments about the relationship of science and philosophy. These two do not coincide. Nor is philosophy just one science among
in fact, essentially different in origin, method and meaning. Nevertheless science and philosophy are closely connected.
others. It
is,
The
relationship of science to philosophy

itself
Science defends
against the confusions attendant
upon
its
being linked up with philosophy.
takes to
brief, it
be the
It fights what it fruitless interference of speculative effort. In
develops a characteristic hostility toward philosophy. Yet science is able to acknowledge its own limits. Since
it
it
does not grasp the whole of truth

its
leaves philosophy free
to cultivate
own
area of inquiry. It neither endorses nor
denies the value of philosophical findings. It does not interfere so long as philosophy itself does not pass judgments upon matters accessible to scientific research. Science keeps close
watch on philosophy in order to keep it from advancing unfounded statements and imaginary proofs. Science does this to the advantage of both science and philosophy. Science stands in need of philosophical direction, but not in the sense that philosophy is used by science itself or furnishes science with its proper objectives. These are preand philosophy are not to be cisely the ways in which science
related. Rather, philosophy is effective in motivating a genuine will to know. Philosophy also furnishes those ideas from
which the
choices
scientist derives his vision
and which determine
his
by impressing
his
whole person with the
essential im-
portance of knowing. Philosophy pervades science. It guides it without itself being accessible to scientific methods. Thus
26
science pervaded by philosophy is philosophy become concrete. As the sciences grow aware of the implications of their own activity they do in fact consciously philosophize. The kind of benefit the scholar and scientist derive from philosophy
is
not of a practical
sort.
In studying philosophy they do,
however, grow aware of the total context of their work. Moreover, they acquire new and stronger motivations for research and a heightened awareness of what their scientific
activity
means.
The
relationship of philosophy to science
Philosophy acknowledges science as indispensable to it. Although aware of its difference from science, genuine philosophy acknowledges its bond to science. Philosophy never
to ignore realities accessible to knowledge. Philosophy demands to know whatever is real and cogent. It wants what is real and cogent to become fruitful for its grow-
permits
itself
ing self-awareness. Whoever philosophizes is impelled toward the sciences and seeks experience in the scientific
method.
scientific attitude guarantees truthfulness, philosophy becomes the champion of science against antiscience. Philosophy considers the preservation of a scientific
Because the
mode
of thought indispensable to the preservation of human dignity. Philosophy recognizes the truth of Mephisto's threat;
all
"Disdain reason and science, the greatest of
human powers,
and
have you in
liave
my
grasp/'*
*I
had
to
keep
my
remarks on science in the form of
assertions. I shall take the liberty of referring other books; passages in
my
my readers
to the following
1932, pp. 8sff. (limits of our (system of the sciences); pp. aiafF. 3i8ff. (philosophy and science). Nietzsche; Einfuhrung in das Verstandnis seines Philowphierern. Berlin, Leipzig; W. de Gruyter, 1936. The chapter entitled "Wahrheit "
J.
Philosophie.
Berlin;
Springer,
world orientation); pp. 149^ (positivism and idealism); pp.
pp. I47ff-
27
Die Geistige Situation der Zeit. Berlin, Leipzig; W. de Grayter, 1931, pp. n8ff. (science) and pp. 1676?. (the genuine will to know). Descartes und die Philosophie* Berlin, Leipzig; W, de Gruyter, 3-937> pp- S^ff. (the method), pp. gsff. (the perversion of the meaning of modern science and its effects).
Existenzphilosophie. Berlin, Leipzig; W. de Gruyter, 1938 (passages from the first lecture, entitled "Philosophie und Wissenschaften," and from the second lecture, entitled "Vemunft**).
CHAPTER TWO:
Spirit,
Human
Existence,
Reason
we
hit
In our attempt to outline the meaning of science
upon something that is more than science: its basis and goal. These define the course and direction of scientific work, yet
they are not themselves scientifically demonstrable. They become known only in the light of philosophy. The basis and
goal of science are essential. Without them science has no meaning for us. Since our chief consideration here is the idea
of the university
tific
which
is
characterized
inquiry
we must
limit ourselves to a
by the spirit of scienfew seemingly dog-
matic remarks.
Spirit,*
human
existence,
and responsive reason make up
the all-inclusive context of our lives. Spirit is the potentiality and power of ideas. Human existence in its fullest sense
signifies
our serious and unconditional commitment to the

is
search for transcendence. Responsive reason to the intrinsic meaning of things.

Spirit lives
is
the
mind open
and moves wherever our striving for clarity Without ideas there is no such insight. Ideas impel us from within and at the same time beckon to us as the goal we can never reach. Ideas unify and systematize study and research by furnishing us with hya
striving for fullness of insight.
pothetical constructs, themselves only approximations to the ideas themselves. Spirit is the power of creative intuition;
without imagination science remains

enables us to see what
within, that
is
sterile.
essential
and
real, to
which
lies
below the
is
surface,
Such imagination understand from and to make this
available to scientific study. What I call human existence
the firm commitment that
supports our whole intellectual existence. Without such commitment all we experience becomes the play ball of hedonistic
*
The German term
Geist
means
as
much "Mind"
as "Spirit."
28
29
THE I0EA OF THE UNIVEBSITY
contemplation, irresponsible theorizing, and an empty aestheticism. The meaning of what we do eludes all attempts at formulation. It becomes manifest only in our innermost
beliefs.
Only the seriousness of our personal resolve can

lives.
allow ideas to become effective in our

If it is the function of
mind
to consider only entire
contexts and configurations, the function of existence to base our lives upon an absolute commitment, it is the function of
reason to keep broadening our horizons. Reason opposes isolation; it seeks coherence. To this end reason requires consistent
and
out
correlated, not arbitrary or haphazard, thinking, to bring contradictions, to integrate every isolated thing and
thought. Reason makes us seek the kind of understanding that comes from personal experience. It breaks all barriers, overrides all Inhibitions; reason gives credit where credit and in this fashion preserves the essence of whatever
is
it
due
con-
templates.
Spirit, personal commitment, and responsive reason make us aware of the broader context of achievements and possibilities in
our
lives.
It is this context
which gives meaning and
vitality to science.
This explains the secret whose presence
makes
is
itself felt everywhere, that what is decisive in science not manipulative reason and tangible output alone, but a
more
subtle factor in addition: this
is
present in craftsman-
ship and personality rather than in specific results. and reason are the foundation Spirit, human existence
of the scientific outlook. They are the philosophical elements within science even though they never are explicitly acknowlIt is edged. Their presence is felt at the frontiers of science.
these three which can
make
the passion for knowledge into a
This ignorance is not passion for genuine Socratic ignorance. the conditional kind which recedes as knowledge advances,
but
depth precisely as knowledge advances in clarity, and scope. Philosophical ignorance all the sciences. accompanies the presence of philosophy in
it
becomes apparent
in
its full
CHAPTER THREE:
Culture
Culture is an acquired state. That man is cultured who has been shaped by a given historical ideal. A coherent system
ways of putting things, and have become second nature to him. The Greek conception of culture was physical beauty combined with the continuous achievement of excellence; the Roman's, conduct characterized by self-control and consciousness of duty; the Englishman's, the ideal of the gentleman. These cultural ideals may set their bearers apart from other men in one of four
of associations, gestures, values,
abilities
different ways.
They may
differentiate
them according
to
their social class origin: knight, priest, monk, burgher; they may express the intellectual sphere which sets the tone: man of
the world, artist and poet, or scholar; they may express the chief area of competence: training in poetry and sports, scho-
and competence, training in language and literature, knowledge of technology and the natural sciences; finally, they may express the institution in which this education was acquired: the Greek gymnasium and place of assembly, the princely court, the French salon, or the German unilastic
learning
versity.
Common
to all these cultural ideals
is
the feeling for
form and
self-discipline and the sense that culture must become one's second nature through practice, as if all were
inborn rather than acquired. In contrast to the general education of the whole man, what we call specialized training is only one aspect of education.
This
is
training for a specific occupation requiring spe-
knowledge and skills. Social privilege though not identical with education is one of its consequences. In Hellenistic Egypt it was solely his gymnastic education as a Greek ephebe which qualified an Egyptian for public office. Lists were kept of all those so
cialized
30
***
"THE IDEA
OF THE UNIVERSITY
passing of examinations qualified the Chinese for the privilege of belonging to the caste of literates and of
educated.
The
becoming mandarins. The German he has graduated from one of the

Latin school alone.
is
called educated only if
higher schools, formerly the
Without graduating from one of these schools he cannot enter a university and qualify himself for
certain professions.
At times an entire nation has adopted the cultural ideal a particular class, thus making it general. In this way, the set and uniform characteristics of the English gentleman or the Frenchman became while in Germany no one possible, class had developed a cultural ideal of sufficient
of
suggestive
power. Because of this the German lacks a uniform national culture; as a mere member of his nation he remains barbarian.
For the German, culture is always a purely personal matter. As far as culture originates at the university, it takes the form of scholarly and scientific This is the funcdiscipline.
tion of the scientific outlook
and of the particular
subjects
em-
phasized.
The scholarly and scientific outlook is more than specialized knowledge and competence. It is the ability to suspend temporarily one's own values for the sake of objective knowledge, to set aside bias and special interests for the sake of an impartial analysis of data. In doing this we not only achieve
essentially impartial knowledge, but also our personal bias is put in a new light. Fanaticism and blindness are eliminated.
The very experience of our limitation creates the objectivity. The insoluble problems which we
which point beyond themselves
seek the real answers beyond the data at hand.
basis for true
confront
and
for their solution teach us to
The
scientific
outlook stands for more than specific factual knowledge. It involves the transformation of our whole person in accordance
with reason.
The
scientific
method
calls for objectivity, for
devotion
to the task, for careful weighing, searching out of contrary
32
possibilities,

self-criticism.
It
does not permit one to think as one pleases and to forget everything else at the whim of the moment It is characterized by a skeptical and questioning
attitude,
by caution when drawing general conclusions, by and conditions of our assertions. testing the limits Without the continuous exercise of reason in the sciences,
education in accordance with a fixed ideal will prove rigid When education trains us to apply reason to and
confining.
of reason in our every problem and achieve the flexibility humanize. life as a whole, then it will truly
further characteristic of scientific education derives
from the special

himself.
liberal arts
is
which the scholar has dedicated The educational value of the natural sciences and the
disciplines to
very different in character.

distinct cultural
The
"realism" of nat-
ural science, on the one hand,
seem
like
two
and humanism, on the other, ideals. Both rely on scientific
research, the one through familiarity with natural phenomena observed and experimented upon, the other through familiarity
with books and the works of
The
liberal arts
here involves a meeting

confine ourselves to
man subjected to analysis the spirit of man. Understanding study of minds across the centuries.
We
works, the period.

graphical, racial,
what we can understand: the men, the Only rarely do we touch upon the geo-
and natural premises of the products of the human mind, which elude explanation. All of our life, however, is permeated by these imponderables, which natural
science seeks to understand. In the liberal arts
we acknowledge
but do not
these facts as something
we
explain as outsiders
understand
intrinsically.
Scholar and scientist each tend to claim that their

is
own
the only true one. Natural science, with its partidiscipline cular knowledge of that reality with which our entire intellectual being
spirit.
is
involved, blocks the tendency to ascribe all to
Conversely, the liberal arts oppose the reduction of
33
spirit
THE IDEA OF THE UNTVBBSITY

to matter
man spirit its own independent origin. An educational ideal in which humanism and
and biology, with the knowledge that the hucannot be reduced in this way but that it has
the realism
of the natural sciences are joined to one another for their
mu-
tual enlightenment has not been realized so far. The liberal arts are valuable educationally because they
allow a realization of the substance of the

ticipation in tradition, a
possibilities.
human
past, a par-
knowledge Even where the manner

is
of the breadth of
human
been
of discovery has
result as
forgotten (this
studied
by pMlology) the
such re-
assimilate the myths, images and works of a great past has in itself educational value. The educational value of the natural sciences lies in the training for
tains its importance.
To
subject matter itself has educational value to a far lesser degree than that of the liberal arts. In
exact observation.
The
physics and chemistry the results are relatively unimportant, whereas the method through which they were obtained has
educational value.
The
an
natural scientist
who knows
nothing
except results has

edge.
He
is
knowlessentially dead and meaningless of science into dogma and abetting a distortion
authority.
people take to be all-important, the dogmatic unification of scientific results into a system, is precisely what has least educational value for the natural scientist. An item
of knowledge the validity of which I cannot independently educational value but is in verify not only lacks all positive
fact destructive.
What most
The net
effect o
these systems always false
in principle equals that of myths in former times. The only difference is this, that in place of the mythical world of former
a barren system of abstractions. Thus, an one inabundantly rich and substantial whole is replaced by now a world view is accepted on faith, finitely poor. Then as in this case as revealed by the authority of science. Empty
times
we now have
34
scientific abstractions replace

a living visual intimacy with
nature.
the predicament of the natural sciences. They accomplish the maximum in scientific precision and neatness, create the utmost clarity covering the assumptions implicit in their own knowledge. They confirm Kant's thesis that science
is
Such
is
science only to the extent that
it
maintains mathematical
rigor. Here, too, everything hinges on our understanding the successive steps of investigation, hardly anything on our ac-
ceptance of
results.
wider
finite
field.
The natural sciences, however, include a Even the realm of the inorganic includes an in-
variety of mineral forms. Yet
how much more

quite
enigmatic
and impenetrable a reality manifests itself in organic life! What Kant has written is still valid today: "It is certain that
we
less explain organic life and its internal potentialities according to causalmechanistic principles. So certain is this that one may boldly
cannot adequately comprehend
much
assert that
it
would be absurd
if
men
so
much
as plan or
even
hope for another Newton to arise who could explain the growth of even a single blade of grass by natural laws which are not themselves ordered according to some further
end/'
Today the
ing expansion.
sciences of organic life are
engaged in continu-
subject matter comes close to having independent educational value. For we have obtained insights into a new world of infinite variety, which broaden, clarify
The
and deepen our
native intimacy with nature. Consequently, a
substitute-religion founded on a biological world view is not quite as bad as one founded on a world view as the one
pro-
vided by a mechanistic thought-model. What educational value there is in either depends solely upon the extent to which
the knowledge of results
contemplation, and the extent that this
translated into actual observation, assimilation of the world about us. To
is
knowledge becomes a dogmatic Weltan-
35

its
schauung,
matizatioiis in
educational value diminishes. Thus, even if dogone form or another really are unavoidable,
still
an authentic mythology full of wonder and magic would be preferable educationally to any other.
PART
II:
The Objectives of
the University
The university is dedicated

and
scholarship. Research
to the pursuit of science
and teaching seek to con-
tribute to intellectual culture as a
way
in
which truth
becomes meaningful and manifest.
The
task of the
university
may
therefore
be
dis-
tinguished into the three functions of research, the

transmission of
learning,
and education to
is
culture.
Each
of these
when
considered in isolation
dearly
inseparable from the other two.
(Ch, 4)
In order to do the work of the university successthere
fully,
must be communication
of
thinking men.
Scholars must communicate with one another, teachers
with their students and the students among them-
selves,
Communication of
all
with
all is
necessary-
each according to his intellectual

to take
level.
We shall have
up the meaning
of this communication, the
forms
it
may take and its

life.
freedom. Here
is
the living
core of university
(Ch. 5)
its
The
university achieves
objectives
within the
basic
framework of an
to
its
institution. This
framework
its
is
very existence and
is
reflected in
procedural
and administrative
practices.
The
institution is si-
multaneously indispensable and a standing threat to

37
38

the idea of the university.
By
definition
knowledge
aims at unification.
Isolated disciplines
may come
and
less
go.
Within the cosmos of learning they nonethe-
seek one another.
The
university
is
articulated
in such a
way
as to represent the unity of
knowledge.
(Ch. 7)
CHAPTER FOUR:
Research,
Education and Instruction

The student comes
arts
and sciences and
to the university in order to study the to prepare himself for a profession. De-
spite the apparent clarity of his task

is
and
situation the student
frequently perplexed. Overwhelmed by the sheer mass of what can be learned he wants to know what is of chief importance. Orientation lectures, practice sessions, and syllabi
only partially help to overcome his

analysis he must find his own way laboratories and seminars.
difficulties.
In the
last
in the
world of
lectures,
To be
But the student expects even more from the university. sure, he studies a special field and has in mind a definite
profession. Still, the university with its aura of tradition represents to him the unity of all branches of learning. He respects this unity and expects to experience it, and through it to
arrive at a well-founded Weltanschauung. He wants to arrive at truth, wants to gain a clear view of the world and of people.
He wants to encounter wholeness, an infinite cosmic order. Science and learning are essentially of the spirit: they seek relations to the totality of all there is to be known.
all this, youth is not satisfied. The young has a heightened sense of the seriousness of life since person
Yet even with
he
is
tic, full
aware of the weighty decisions still ahead. He feels plasof possibilities. He is aware that what will become of
him largely depends upon himself. He feels that his daily life is what counts, every hour, every living impulse. The young
person wants to learn either by apprenticing himself to a master, through self-discipline, or through frank discussion among
friends similarly motivated.
One's expectations are only seldom fulfilled at a unithe versity. The first rush of enthusiasm does not last. Perhaps
39
40
student never
clear about what he wanted, what he was doing. At any rate, he becomes disillusioned, confused. He ceases striving and loses himself in blind alleys. He studies for examinations only and judges everything according to what use it will have for examinations. He considers his
had been quite
period of study as a painful transitional period before his professional life can begin. The latter now holds the promise of
he is probably too stupid to grasp the himself to essentials, resigns practicing his specialty. On the other hand, his originally creative enthusiasms may lose their
salvation.
He
says that
vitality and become a matter of lip service. He becomes lazy in his work, wants to grasp the idea, unity, profundity directly without any disagreeable effort which to his way of
thinking
grasps only
trivia.
He
thinks that
by reading a few good books
he is doing scholarly work. He finally perverts true effort to the point where he seeks an frame of mind, rather edifying than scholarship, and mistakes the classroom for the pulpit. If he is lucky, the individual student makes his own
way,
a
way
that leads to development

is
his personal intuition.
and purpose, guided only by Ultimately, he who does not know
where he
going goes the farthest Reflection on the overall implications of his proposed work will not directly help any
to get his bearings. But it will help him indirectly by him aware of possibilities and limitations and thus making
man
prevent confusion. The aspiring scholar will reflect on the broader questions of direction, order and aims of his work.
For the will to know implies the will to understand clearly what one is doing. Our discussion here aims to assist this quest for intellectual clarity as a way of life, a form of human
existence.
Three things are required at a university: professional training, education of the whole man, research. For the university is simultaneously a professional school, a cultural center and a research institute. People have tried to force the university to
choose between these three
possibilities.
They have
41
TEDS IDEA
it is
OF THE UNIVEBSITY
really expect the university to do. Since, so they say, it cannot do everything it ought to decide upon one of these three alternatives. It was even
asked what
that
we
that the university as such be dissolved, to be replaced special types of school: institutes for professional
stitutes for general
suggested by three
training, in-
education possibly involving a special staff, and research institutes. In the idea of the university, however, these three are indissolubly united. One cannot be cut off from
destroying the intellectual substance of the university, and without at the same time crippling itself. All three are factors of a whole. By isolating them, living the spirit of the
university perishes.
the others without
Research
Within the life of the university teachers and students are driven by a single motive, man's basic quest for knowledge. For every advance in knowledge, however, stubborn, indenecessary. This work involves three factors: its narrower sense consists of learning and one's realm of and mastering practicing, widening knowledge methods. Work is the basis of everything else. Work more
fatigable
work
is
(i)
Work
in
than anything stands in need of discipline and order. and can be initiated at any time. time-consuming
most Only hard

It is
work can
lay the indispensable foundations, can fashion our
tools, and can supply the necessary method through which to express and check any new discovery, as well as the actual
what would remain mere conjecture. No one the sheer discipline and endurance of persistent effort. The student should start in on this work immediately as he has learned it in school. The sooner we realverification of
can
fail to respect
ize," says
or call
pier
it art,
we
Goethe, "that there is a systematic way, call it craft of augmenting our natural endowments, the hapare." But whoever boasts about his craftsman-like com-
petence and thinks that it suffices to make his contribution valuable is lost in a morass of materials and technique. Sheer
42
is
not above resenting industry enviously and ignobly any genuine intellectual competence with its far broader scope.
(2) If work is not to be just endless drudgery, if there is be meaning in it, it needs something which cannot be attained through good will alone. Ideas which are not rational
to
but truly
intuitive first give impetus to the scientist, invest his discoveries with importance, Ideas grow and move. They
cannot be compelled by will alone. They grow, however, only for those people who are steadily at work. "Conjectures" are
unpredictable and incalculable.
learning to thrive
impossible to
of
That which alone causes something unclear, opaque to reason and manufacture just this demands devoted care.
intellectual research belongs to that
The man who does
group
are
men who must
"forever think about their subject/'

their work. His is not the
who
thoroughly permeated by
mentalization of
life is
compartof
life into
work and amusement. One's way
a requisite condition for ideas, especially if these are to be taken seriously. Many a man has had a good idea but unhas soon forgotten it. caring
Above and beyond mere industry the scholar and has an intellectual conscience. While he realizes that everywhere he must trust to luck and right instinct, he strives at the same time for conscious and honest control over his
(3)
scientist
creative impulses.
Unthinking industry without aims, mere
feeling and belief, mere consent and edification which do not in turn impel him to a creativity of his own run equally counter to his conscience. The scholar tries to relate chance
and
isolated occurrences to a whole.
He strives
for continuity,
resists arbitrary interruption of
interrupt it when some idea which might lead
a line of thought. But he does his conscience compels him to follow
up
him
is
further.
He
then turns to
of
pursue
this
intensively.
He
as
distrustful
frequent
of absolute continuity along a single line of thought. Because he strives for the ultimate implications of his ideas and wishes to these out in his he is little
is
reorientations as
he
bring
work,
43

merely fashionable or current But he concerned with the present, with the present moment as the
is
concerned with what

is
judge proceeding correctly. His Intellectual conscience decides for him. No outside advice can lighten the burden of his reis
knows
incarnation of eternity. He is able to seclude MmseE He that no one on the outside can whether or not he
sponsibility.
It is
the responsibility of the university to promote intelsubject matter.
lectual
work based on these three elements. The process of learning deals with definite
Nothing is exempt from this radical quest for knowledge. Whatever exists in the world should be brought into the scope
of the university so as to become object for study. Knowledge cannot be created exclusively by the mind. Only the mathematician and the logician are self-contained in this sense and
need not go beyond everyday experience. The student at all times requires material for empirical observation. Because the university realizes this, it furnishes him with additional
aids,
such as collections, libraries and
clinics.
Materials for
study and research or pictures of them, apparatus and experimental equipment are also made available. Yet inanimate objects alone do not make up all that there is to be known. Mind is alive. A intrinsically given historical period and civilization can achieve genuine self-awareness.
It does so
when
its
of "give
and
take**
with their
with intellectually
members stand in a relationship own time, when they associate productive people. The university exists
thinking
against the indefinable background of an intellectual atmosan phere, a human *give and take" that cannot be induced
by
not there. Groups and personal relationships of an incalculable sort are formed.
is
act of will or organization, but either is or
The university is impoverished if this human-intellectual lifeblood ceases to pulse through its veins, or if only pedants and material philistines continue to concern themselves with
living
alien to
them
as
human
beings. It
is
impoverished
if
there
is
44
only philology, no philosophy, only technology, but no theory, endless facts but no ideas.
The always limited world of the university is broadened by by admitting visiting scholars, by broad and personally deep relationships, by foreign connections, or if the university contributes its personnel to some practical tasks which
travel,
others like doctors serve

tical activity
vided
it
basis. All such practhe idea of the university, promay strengthen can be shared, turned into ideas, and evoke a re-
on a permanent
sponse in the community of scholars. If research is to be the task of the university then this task is realizable at the in the face of many conuniversity only
flicting obligations.
Some have
therefore concluded that
it
would be better to have institutes for pure research alone, unburdened by any other duties. Such research institutes have in fact been organized and turned out good work. Yet fundamentally they remain offshoots of the university. In the long run they will flourish only in association with the university.
They
whole
talent.
are dependent on the university for their supply of new research in itself depends on access to the Moreover,
of knowledge, all sorts of specialists.
and the opportunity of exchange with
Where research institutes
are not tied to
special places by the nature of their research, they do well to locate in university towns. For a certain time a specialized
project can
sciences.
have astounding success, especially in the natural But the meaning and creative perpetuation of re-
search can only be preserved if it maintains a lively exchange with the whole of knowledge. The individual scientist or
from spending a certain length of time, or even the remainder of his life, at a research institute, relieved from the other duties of a university. Yet what he has achieved was accomplished in living exchange with the
scholar
may
profit
scholarly
over, teaching itself ing to research.
community to which he might someday return. Moreis often even most of the time stimulat-
45
THE IBEA OF THE UNIVERSITY

Above
all, teaching vitally needs the substance which only research can give it. Hence the combination of research and teaching is the lofty and inalienable basic principle of the university. This combination is sound not because it is an econ-
measure, nor because this combination alone financially enables the scientist or scholar to do his research, but because
omy
also the best and only be pedagogically inept, may that is, he may be inept in transmitting bare facts. Yet he alone can bring the student into contact with the real process of dishence with the spirit of science rather than with dead covery,
is
ideally the best research worker teacher. The research worker
results
scientific
which can be committed to memory. He is the spirit of inquiry come to life; in communication with him one
it
can see knowledge as
genuinely
exists.
He
awakens similar
impulses in his students.
He
directs his students to the source
of knowledge. Only he who himself does research can really teach. Others only pass on a set of pedagogically arranged
facts. The university tion of learning.
is
not a high school but a higher
institu-
The university has professional schools preparing its graduates for jobs that can only be filled by people with a basically scientific outlook This requires a familiarity with research
and method, as distinct from specialized training in the narrower sense. The best preparation for these special
professions
not memorization of a closed body of knowledge but trainand development of the faculties for scholarly and scientific ing
is
thinking. This alone can lay the foundation for further intellectual and scientific training throughout life, The university can only lay the basis for professional training; practice alone
brings mastery. The university should provide the best possible conditions for this eventual growth through
practice. to ask questions. He must study something systematically, get to the bottom of it. He need not, however, carry the sum total of factual knowl-
The young person must
learn
how
edge about
in his
head Wherever
this
is
the case,
it is
of
no
46
lasting value. After examinations, one quickly forgets. decisive factor after this is not the body of fact learned,
The
but
not factual knowledge itself but the and initiative to go out and get the by ability facts on one's own, to think about them effectively, to know
is
one's judgment.
What
matters then
what questions
to ask.
Not memorizing
facts
but contact with
living research imparts this ability. Technical detail, outlines and the like are not excluded but are simply left to textbook
study.
bare
fifty
stitution of higher learning is
years ago people used to say that "an innot a high school." It is cer-
tainly a good idea to cover in one's theoretical study as many of the practically useful materials as is possible. But the most important factors even so remain: an active intellect,
the ability to grasp problems and to pose questions, the mastery of method.
By
its
very
name
the university
is
a "universe."* Discov-
ery and research

talization
constitute
an indivisible whole
departmen-
notwithstanding.
becomes an aggregate of which it tolerates the so-called "general education" as mere window dressing and vague talk in generalities. Scholarship depends on a relation to the whole. Individual disciplines are meaningless apart from their relation to the whole of knowledge. Therefore it is the intention of the university to impart its students a sense of the unity both of his own particular field of and of all knowledge. The whole business of study
to
schooling, the mastery of routine
university deteriorates if it specialized schools alongside of
The
and
of a
body
from
of facts, be-
comes harmful
this ideal.
if it loses this
sense of relatedness to the ideal

living
of learning or actually prevents the student
up
to
The
university, then,
It
twofold foundation.
must provide the professions with a must instill a growing lifelong comoutlook as well as to the search for
it
mitment to the
scientific
* In origin this meant a "universe" of teacher and student, but has long since shifted its meaning to the one indicated above.
47
the unity of knowledge. These two are requisite for all intellectual professions, which, are the professions involving more than the routine practice of specialized technique. The doctor, the teacher, the administrator, the judge, the clergyman, the architect, are each in his own way professionally concerned with man as a whole, and the conditions of human life
as a whole.
and inhuman
Preparation for these professions is unthinking if it fails to relate us to the whole and to de-
velop our perceptiveness, to show the wide scope of knowledge or to make us think philosophically. Deficiencies in
sional routine
profes-
which are bound to exist at the time when the is conferred can be eliminated with degree practice. Basic deficiencies in scholarly and scientific training are irremediable.
Everyone engaged
ever,
is
in
an
to think in scholarly terms.
The
intellectual profession is bound true scholar or scientist, how-
persist in the effort of protracted thinking without losing sight of the whole. Hence the best way of im-
he who can
parting practical scientific training

of research.
is
to encourage the habit
To
address oneself to the whole
is
what is
called the ^phil-
osophical" point of view. All science is "philosophical" in this sense, so long as it does not neglect the end for the means, and
so lose
itself
and
its
ideal in
a concern for cataloguing words
facts, for apparatus, collections, techniques, or isolated phenomena. According to Kant it is the dignity, the absolute value of philosophy which lends value to all other branches of
and
knowledge. This does not mean that everyone should study philosophy. Many a man has evinced his philosophical impulse not only in his novel
way of posing questions but in his attacks upon "philosophy in general." Yet the very philosophy that matters is the one at work within science and human
life itself, as
against the
is
ophy, which
to attack.
mere vocabulary and jargon of philoswhat the detractors of philosophy mean usually
matters
is
What
the philosophical impulse from
48
which research proceeds, the idea which gives research direction, and the meaning which gives it value and ends of its own. That type of philosophical thought has value which can shape and motivate the scientist and scholar, that philosophy, in short, which permeates the whole of the university. The existence of special chairs for philosophy and of a special department for philosophy, where philosophy can flourish
without apparent contact with the whole,
is
justifiable only
on purely administrative and pedagogical grounds.
Education as Formation of the

Formal education,
Mind
be
like tradition, generally tends to
social organization. The in educational outlook parallel the changes which changes a nation undergoes in the course of its history. The unifying factor in education reflects the dominance in each case
dependent upon particular forms of
of a given social body,

tion
nation. Educae.g., church, class, could be described as the manner by which these
social bodies perpetuate themselves

ation.
from generation
to gener-
Hence education becomes transformed when there
are social revolutions.

tions
Moreover, attempts at social innovaturn to pedagogical questions first. Because of this, considerations of the significance and methods of education in-
evitably include the larger question of state and society. Blueprints for the good society such as Plato's Republic treat political and educational organization as co-extensive. Education
prepares each individual to be a member of society and, conversely, society is the means of the individual's education.
Let us consider some aspects of education from the point of view of the historical changes to which they have been subThe social need of the times determines what will be inject.
cluded in the curriculum. Theological knowledge
is
required
in preparation for the ministry; training in the skills of using language, for a humanistic education. For the education
49
of the
THE IDEA OF THE UNIVBRSIT5f
Greek gentleman a knowledge of myth and legend is required. Today, the importance of sociology, economics, technology, natural science and geography is stressed. Education changes with cultural ideals. The way schools are organized mirrors the social structure. In the past diverse types
of educational systems have been attempted such as schools for the several estates, academies for the nobility and private instruction for aristocrats and patricians. All democracies de-
mand common public education because ple so much alike as the same education.
nothing makes peo-
Apart from sociological and historical considerations, can distinguish three basic forms of education:
1
we
Scholastic instruction. This type of education is limited to the mere ""transmission" of the tradition. The teacher
i)
All
only reproduces, he is not himself active in original research. knowledge has been systematized. Certain authors and books are considered authoritative. The role of the teacher is
an impersonal one; he is a representative who may be replaced by anyone else who is qualified. All material is reduced to for-
The medieval teacher dictated a text to his students and commented upon it. The availability of textbooks has made dictating superfluous. But the underlying idea of medieval education is by no means dead today. The student submulae.
of thought which shelters him yet without thereby subordinating him to any one perfor all time into an orderly sonality. Knowledge is frozen
ordinates himself to
some system
world picture. Here the student is interested only in what is fixed and permanent, wants to assimilate results, and like the pupil in Goethe's Faust wants to take home results in **black
and white." The scholastic approach continues to be indispensable to Western rationalism. (2) Apprenticeship. Of chief importance here is not an impersonal tradition, but a personality felt to be unique. The reverence and love rendered to the maste/s person have something of worship in them. The distance between master
THE IDEA OF THE UNIVERSITY and pupil derives not merely from a quantitative difference (of two generations), but in addition, from an inherent,
qualitative one. The person of the master exerts an authority with a marvelous power. A wide variety of motives comes into play here. There is the need to subordinate oneself, the
desire to avoid responsibility, the relief experience! through association with greatness, coupled with the enhancement of one's sense of self-importance and the need for a discipline sterner than any we can impose on ourselves.
(3) In Socratic education, the teacher and his student ought to stand on the same level Both are meant to be free.
No
less
hard and
fast educational
system
exists here, rather
end-
questioning and ultimate ignorance in the face of the absolute. Personal responsibility is carried to its utmost and is nowhere alleviated. Education is a in which the
"midwifery/*
abilities
student
is
helped to give birth to his awakened to an awareness of his

is
own
and powers. He capacities, he is not
compelled from without. What counts is not the accident of empirical individuality but our true self which emerges in the process of self-realization. The Socratic teacher resists his
make him their authority and master. Herein the greatest temptation for students. He turns them away from himself and back onto themselves; he hides in paradoxes, makes himself inaccessible. The intimate relationstudents' urge to
lies
ship between student and teacher here is not one of submission, but of a contest for truth. The teacher knows that he is
only human, demands that his students differentiate between
human and
In
tor.
all
divine.
three types of education respect is a dominant facIn scholastic education respect focuses on a tradition
visible in the very hierarchy of social structure.
In apprenticefocuses on the ship-training respect personality of the master; in Socratic education, on the transcendent status of mind
which imposes on human

worlds.
life
the burden of
straddling
two
51
THE IDEA OF THE UNTVEKSITY
Respect is indispensable to education. Without it, industriousness at best remains. Respect is the very substance
of all education.
the absolute.
Man's humanity requires Ms realization of Without it all would be

meaningless.
Within the world this absolute can be reflected on three levels: on the corporate level, such as the social group for which one is being prepared, the state, or an institutionalized form or religion; on an individual level; or on both levels
simultaneously. To the extent that
its
education becomes
rigid.
substance becomes problematic, Respect is artificially maintained

It
through deliberate secrecy exercised by those in authority. is maintained also by the demand of blind obedience to a
sonal authority,
per-
and by awakening man's desire for submission. Mere "fulfillment of duty" becomes a substitute for work id behalf of what is essential in education. Instead of striving
for one's best achievement, people will seek to gratify their ambitious vanity for recognition and status. The memoriza-
the entire
tion of supposedly useful data replaces the transformation of man by his education. Instead of affirming a given educational ideal with their whole persons such people are
only interested in acquiring quickly-to-be-forgotten facts for an examination which supposedly stamps them as educated. All formal education is free to choose one of these three
it presupposes the value of the educational substance communicated. Without faith in this value no real education can exist,, only pedagogical technique. Once the substance of education has become problematic, the faith in it wavering, the question as to what are the aims of education poses itself. It is a hopeless undertakhowever, to seek such ideals in a manner that ignores the ing, actual historical situation and our own real aims, if, in short,
methods of education above discussed. But
one seeks these ideals in

the reason
why
isolation from our own lives. This is educational slogans such as the following
52
don't

amount
to
much: development of
special
aptitudes,
moral improvement, broadening one's frame of reference,

character building, national pride, strength and independence, ability to express oneself, development of the personality, creation of
a unifying sense of common cultural tradition, etc. Education at a university is Socratic by its very nature.
not the whole of one's education, nor
is it
It is
like the instruc-
tion one receives in high school. University students are adults, not children. They are mature, have full responsibility for themselves. Professors do not give them assignments or
personal guidance. Freedom, the all-important factor, is irreconcilable with even so impressive a training as that which
has been traditionally identified with the monastic orders and military academies. This type of submission to rigid training
and leadership keeps the individual from experiencing a genuine will to know. It blocks the development of human independence that admits no other source or
self.
tie
than
God Him-
University education is a formative process aiming at a meaningful freedom. It takes place through participation in the university's intellectual life.
Education
is
is
not a task to be pursued in isolation. This
why, next to the principle that research and teaching are indivisible, we have a second principle which states that retional process as
search and teaching are in fact inseparable from the educaa whole. Research and professional school-
ing have an educative eflFect precisely because they do not just transmit facts and knowledge, but awaken ideas of unity and
sure, this development of than the training of the whole man. That training involves more. Nevertheless, university education is an integral component of it.
scientific attitude.
is still
develop a
To be
active intelligence
less
university so conceived educates in a way which is neither indefinable nor yet definitive. It educates by involving the rational and philosophic impulse, so decisive for the whole
53
THE IDEA OP THE TOOTERSITY
man, in its unbounded commitment to the spirit of inquiry and clarification. To the extent that it succeeds in
involving
enhances his proper humanity, what the Romans termed man's Humanitas: the listening to arguments,
it
the whole man,
understanding, the ability to think along with the viewpoints of others, honesty, discipline and consistency. But this not a contype of personality is a spontaneous
by-product,
this end in isolation from scholarship, what is lost is precisely the intellectual development aimed for. Do we want a thin Tbumanistic'* education which instead of philological, methodical schooling
is
scious goal. If education
set
up toward
teaches results, offers beautiful objects to be observed, enJoyed and talked about? Do we desire an educational process
which reaches deeply
into the soul,
which
directs itself
toward
religious needs? The university is not a church, no religious order, no mystery, nor is it a place for prophets and
apostles. Its principle is to furnish all tools and offer all possibilities in the province of the intellect, to direct the individ-
ual to the frontiers, to refer the learner back to himself for all
his decisions, to his
own
sense of responsibility. This sense of
become awakened through Ms learning and brought through it to tihe highest possible level and the clearest awareness. The university demands a ruthless will to know. Since learning and personal initiative go hand in
responsibility has
is
hand, the university aims for the broadest possible develop-
ment
and personal responsibility. Within its no authority other than truth In its infinite sphere, respects variety, the truth which all are seeking and yet no one can daim to possess in final and complete form.
of independence
it
The
idea of the university derives
its
educational f orce
from the primary human will to know. It gives the educated man both sureness of purpose and at the same time great huInsight alone cannot decide the purpose or ultimate of existence. One dear and ultimate purpose is this at any goal rate: the world wants to be understood. Research belongs to
mility.
54
the university not only because it is the basis of training for the professions, but because the university itself exists for research,
fulfills its
and
scientist-to-be.
meaning through research. The student is the scholar He wiU remain philosophically and intelhis
Me, if he allows himeven where his way of thinMng, shaping reality is practical rather than theoretical, a way no less productive than scientific and scholarly achievement measured
self to
lectually oriented for the duration of his
grow along with
in terms of published output, To live freely in the world of ideas
authority, regulations, no supervision of studies such as are found in high schools must be allowed to hamper the university student. He is free to to the dogs/' It has often been said that have "go
is on first inspection fraught with danger for the student He is thrown back upon his own resources since such a mode of life thrives only on one's own responsibility. From the freedom of teaching no rules and springs the freedom of learning. No
you
to risk your
There
ing in
is
to get a generation of men. a place certainly for scholastic instruction, for learnif
young men
you want
its
the student
narrower sense, and for practice in methods. But is free to choose how extensively he wants to
par-
ticipate in this instruction,
and when he can get on with books
alone, without benefit of teachers.
Ideally the relation between professor and student involves a Socratic equality of status with a mutual stress on
standard,
not
on
authority.
Intellectual
live
excellence,
not
mediocrity, sets the tone. the common obligation of

self-satisfaction
We
and work together under
calling one another to the highest of standards in and performance. Oux enemies are thought
smug
and a
Philistine attitude.
We
have a
Love for the man, whose very existence makes the greatest demands great on us, lends us wings. Still the relation remains Socratic. Nobody becomes authority. The grain of sand remains free and
admire.
basic desire to be near those
whom we
independent next to the
cliff.
For even the grain
of
sand
is
THE IDEA OF THE
TJTCIVERSITY
The recognition of an intellectual aristocracy implies making demands upon oneself only, never entitles one to feel superior or make demands upon others. Two things fundamentally unite al members of the university, whether
substance.
if
teachers or students; a common calling to exert themselves as for the very highest attainment, and at the same time, the constant pressure to live to that and them-
up
calling
prove
best in this connection not to indulge in extensive on the other hand not to demand outside self-analysis, yet
selves.
It is
recognition.
It
their people.
has been said that students should become leaders of Some have even conceived the strange notion of
a school for future leaders. Such notions violate the idea of the university.
tions.
and occupaExpert knowledge is attainable not only at a university. Academic training has no monopoly on expert knowledge. It is all well and to demand good "intellectuality" of a leader. In
all classes
Leaders come from
reality,
however, leaders are often

is
made
of very different
stuff.
no Platonic Republic, ruled by philosophers. Will to power, resoluteness, deliberation, an eye for the realities of the moment, practical experience and success, as well as special traits of character, are
The world
may
well
come from academic
the important qualities. Leaders circles. But generally the type

is
of person found in academic professions
not a leader type.
The clergyman,
the doctor, the teacher,
is certainly
a leader"
either because of his formal authority (which has nothing to do with the idea of the university), as long as this is recognized in the society in which he lives; or he may be a Tbader" by virtue of his lunnanity and spirituwhich manifest themselves in his individual ality,
personality.
in a limited sense,
These are again and again put to question, and are never a matter of personal daim. Or he may be a leader because of his expert knowledge, which proves itself useful in his specialty.
56
THE IDEA OF THE UKIVEBSITY
Instruction
The mechanics
and tween two people.
of instruction involve lectures, seminars
laboratories in small private groups,
and discussions be-
Lectures have held pre-eminence in teaching for ages. They present the materials to be learned in such a way that
for what reasons they were can be gathered from books. In lectures the listener takes notes and is compelled to think about
the listener can visualize

collected.
how and
Bare
facts
prepares himself for lectures by doing experiments, studying books, and extending his knowledge. One cannot establish a standard for good lectures. If
the lecture.
He
they are good they have a special quality which cannot be Their intended meaning, differing widely with the personality of the lecturer, is valuable in each case. There are
imitated. lectures
tener,
tures
which aim to instruct and personally involve the liswhich seek to hold him intellectually; and there are lecwhere the speaker, totally oblivious to his audience, en-
gages in a monologue about research in progress, yet even so manages to impart a sense of genuine participation in genuine research. Lectures which aim to sum up an entire subject are
in a class
by themselves. They are indispensable, for they the impulse to envisage the whole, provided thorough awaken work on the details is being pushed at the same time. Such
be given only by the most mature professors sum total of their lifers work. There should drawing upon be general lectures by the most outstanding profestherefore sors on each, of the basic subjects treated as wholes. Fundamental disciplines are those whose specific content has universal significance. As against auxiliary subjects and special techniques, their every detail is not an end in itself, but
lectures should
the
symbolizes the entire cognitive process. Disciplines whose in mirroring the whole are specialized details succeed by that
57
token universal IB character. There are textbooks which man-
age to convey the universality implicit in such disciplines. The manner in which a given discipline investigates its materials
reveals the extent to
which
it is
a fundamental discipline.
In the past decades lectures have been subject to much criticism. They are said to be a one-sided affair which encourages a passive attitude on the part of the listener, that any sign as to whether the listener has understood and assimilated the lecture
lacking, that the subject of the lecture is usually better stated in books and can be learned more quickly from these. These objections apply to poor lectures
is
which repeat a dead body of knowledge identically from year to year, or to lectures which are little more than an easy intalk. Lectures are of value when they become a genuine part of a professor's life work, when they are prepared with care and at the same time inimitably reflect con-
formal flow of
temporary intellectual
life.
Such
The memory
lectures belong to what is irreplacable in tradition. of outstanding scholars lecturing accompanies

life.
one throughout
The printed
is
down word
for
word
value in the lecture, its form. But the lecturer himself presents this content in such a way as to suggest the total context which motivates his
lecture, perhaps even taken a pale residue. True, what is of only content, still communicates in printed
scholarship. Through his tone, his gestures, the real presence of his thinking the lecturer can unconsciously convey the "feeF
No doubt this can only be conveyed by the word and only in a lecture not in conversation or disspoken cussion. The lecture situation evokes something from the teacher which would remain hidden without it. There is nothof the subject.
about his thinking, his seriousness, his questionhis perplexity. He allows us to take part in Ms innermost ing, intellectual being. This great value is lost the moment it being
artificial
comes contrived. Right away the

pathos,
artificial
result is affectation, rhetoric,
formulas, effects, demagoguery, shameless-
58
ness.
Hence there
lecture.
One
are no rules for the preparation of a good needs to do no more than to take the matter seri-
ously: to consider the lecture a high point in one's professional responsibility and achievement, finally to renounce all
artificiality.
In the century and a half of important lectures from Kant to Max Weber it has become evident that even if
the speaker falters and makes mistakes in his speech, if his sentences are grammatically incomplete or wrong, if his voice
is
not effective
found
of these things is able to destroy the proeffect of the lecture if its intellectual substance is com-
none
municated. Lecture notes convey no more than a weak reflection of actual lectures. Yet even in the absence of personal recollection our imagining what they must have been like can be a challenge to us.
In seminars and laboratory work methods are mastered through practical contact with materials, apparatus and concepts which are studied
initiative
by concrete example. By
his
own
the student
may
extend his understanding of these
matters.
of effort.
Mastery of techniques occupies the greater amount We shall not take up the methods of teaching ap-
propriate to different fields

cilities.
and
their different technical fa-
Many
fields
have at their disposal a firm pedagogical
tradition to serve as skeleton, not as substitute for instruction.
seminars and laboratories are designed to acquaint us directly with the subject matter and the elements of learning. They differ basically from courses which merely transtual initiative
ter
These
mit information, courses which make up for the lack of intellecon the part of students unable to do bet-
and more rapid work on their own. For in every detail is always implicitly and indirectly present. Textbook knowledge is only incidentally referred to and briefly
the whole
reviewed in
has to
fill
class so as to
in
gaps on
his
make the student aware where he own. The essential factor is to train
tiers of
one's perceptions through personal collaboration on the fronknowledge. The kind of work which best motivates
59
THE I0EA OF THE tUNIVERSITY

is
Independent study
that which, presupposing general text-
book knowledge, deals with a
particular problem and goes straight to the heart of the matter. Textbooks by themselves are tiresome. Conversely, to chain oneself to a single object makes one narrow. Each gives life to the other.
Finally, education may take the form of discussion. Questions of basic importance are brought up in small groups,
all
members
of
which participate
actively.
This, in turn, will
induce some of the participants to conclude the discussion alone with the teacher in a serious and lively give and take.
Here student and teacher meet one another on the same

as
is
level,
the ideal. Together they will strive to formulate the probclarity
lem with such

in each
oo.
and precision as
by
himself to
make
solid,
awaken impulses personal contributions later

will
into a
Teaching at the university must not be allowed to "get rut.'" Wherever teaching is intellectually alive it cannot
help taking personal form: paradoxically only when the professor has a truly objective approach to ideas does his teach-
ing have genuine individuality. Digressions which are simultaneously objective and personal combine with the special
needs of the moment to keep teaching fresh and lively. Teaching is one thing when it addresses itself to the aver-
age student, quite another when

few.
is
it
addresses
itself to
a gifted
basic difference between high school and university that in high schools the teacher must teach aH the students entrusted to him. In the university, however, he has no such
The
University education is meant for a number of selected people who are filled with a very special intellecobligation.
tual zeal
and have
sufficient
mental equipment to do the work.
who attend the university are an average of people who have been able to acquire the group necessary preparation. The weeding-out process is therefore up to the
In
effect,
the people
university.
The
prospective student should have the following quali-
60
ties:

a desire for objectivity and an irrepressible
self-sacrific-
attainment. ing drive to intellectual detected ahead of time.
These
qualities
cannot be
Only a minority of peoobjectively which in addition, are distributed ple possess these qualities, in a wholly unpredictable way. They can be cultivated and made effective only indirectly. Yet it is to this minority
that the university must direct itself if it is to live up to its own ideal standards. The true student can be relied on to
make
his
way amid
the difficulties and mistakes inevitable
and necessary for intellectual growth, unperplexed by the mass of courses offered. Selectivity and discipline guide his studies. We must be prepared to accept, perhaps even welcome, the fact that the rest, at a loss for guidance, will learn
next to nothing. Artificial guides such as the syllabi, curricular and other technical devices which convert the university into a
the university. high school, are in conflict with the ideal of the university to the needs They have resulted from adapting
on the grounds that the great mass of to learn enough at least to pass the examinations. This line of reasoning, appropriate enough to the high school, is detrimental to the university, where the
of the average student,
students should be
made
students are adults, even considering no more than their ages. Nonetheless, university instruction cannot center around
the handful of superlative students. Rohde, the historian of Greek religion, thought that out of one hundred students
and the one hunninety-nine do not understand the teacher dredth does not need Mm. If true, that would be dishearteneducation addresses itself not to the few ing. University iuses or to the mediocre average, but to that minority
gen-
who
while capable of growth and of

in
initiative, nevertheless
stand
need of
instruction.
Some
sable.
instruction geared to the abilities of the less gifted
and lazy students who are the average is probably indispenBy and large, however, university education is different. Lectures and seminars which are slightly over the
61
student's
ter

head and
fall
so spur
him on
to increased effort are bet-
comprehension purchased at the price of oversimplification. Independent reading and study in laboratories,
than
collections and traveling must complement formal classroom work from the very start. Where instruction is geared to the
pace of the brightest among the promising minority already mentioned the mediocre majority of students will have to
exert themselves. All are working under a standard which no one entirely satisfies. Respect for the intellectually first-rate
must provide aH with an incentive

utmost of their
abilities.
to exert themselves to the
Lectures follow one another according to some general order and plan. The sequence in which the beginner hears
them
is not unimportant Hence compulsory study plans have come into being. In this way, however, university study ends up being strait-facketed. The university is turned into a high school in order to achieve a satisfactory average with sta-
tistical certainty.
sity.
This leads to the destruction of the univerthe student's freedom to leam as he sees
of the mind.
fit
As you
stifle
stifle
you more than a chance achievement amid a sea of failure and frustration. It is always something over and above average performance. Both student and teacher are unhappy when chained to curricula and syllabi, to tests and mediocre standards. An atmosphere of uninspired and uninspiring common
sense
the
life
The
life
of the
mind
is
never
may
"know how" and
well produce satisfactory mastery of technical testable factual information. Such an atmos-
phere, however, stifles genuine understanding and the spirit of adventure in research.
CHAPTER
The
scientific learning
FIVE: Communication
committed to scholarly or
university unites people
and the
intellectual life.
The
original sense
a community of teachers and students is just as important as the unity of all studies. The idea of the unireadiness to relate oneself versity requires the open mind, the
of universitas
to things with the aim of getting at a picture of the whole in terms of one's special discipline. The ideal requires that there be communication, not only on an interdisciplinary but also
university, therefore, should enable scholars to enter into direct discussion and exchange
on an interpersonal
level.
The
with fellow scholars and students. According to the ideal, this communication must be of the Socratic type, posing questions so that men may achieve clarity about themselves and about
each other.
An atmosphere
of communication based on a
community of thinking creates the proper conditions for scholwork is ultimately alarly and scientific work, although such
ways
solitary.
Intellectually fruitful
communication
may
take the form
of friendship between two people, of youth organizations, of love and marriage. There is no need to dwell on the intellectual importance of friendships such as of the brothers Grimm, or Schiller and Goethe, of youth groups such as the original or of marriages such as that of the German student
fraternity,
Schellings, the
J.
Stuart Mills,
is
and the Brownings.
The university the place where truth is sought uncondiof research must serve truth. tionally in all its forms. All forms The
radical character of this
commitment
creates strong intel-
lectual tensions at the university. They are the very condition of progress. The tensions which flare up into intellectual battles
are meaningful by virtue of the common ground which True scholars, emerges in the course of intellectual dispute.
62
63
IDEA OF THE UNIVERSITY
even in the heat of controversy, remain irmly united with one

another.
They can
successfully
communicate with one another be-
cause their search for truth at the university does not carry with it practical responsibilities. All the university recognizes
is
responsibility to truth. This struggle for truth
confused with a struggle for economic existence.
must not be It occurs on

of
one's
the level of disinterested investigation. Indirect responsibility, for the consequences
ideas, for their practical application, is great whether they be true or false or both. What consequences ideas may have can-
not be predicted beforehand. The knowledge that such unforseeable consequences exist, however, makes the responsible thinker cautious. Hegel said, "Theoretical work accomplishes
Once the realm of concepts is revocannot hold out against it. Nietzsche saw lutionized, reality this responsibility and shuddered. It is he who threw into the
practical work.
?J
more than
world every idea
in its
most radical and destructive form.
He
was
by the magic of extremes; he shouted without communicating into the hollowness of his
intoxicated, yet horrified,
time.
is
Two things increase the quality of communication. One the absence of economic considerations and the encouragethis gives to unrestricted experimentation.
itself,
ment
ter
Another
is
the responsibility of thought

in
which
flourishes
much
bet-
an atmosphere of communication than as thought which meets no resistance.
solitary
The
is
effectiveness of intellectual formulations

truth.
and ideas
Intel-
grounded in
Communication
is
itself
a function of
the search for truth. It tests truth

lectual exchange
by
testing
its effects.
makes the university the place where people
meet who have committed their lives to the search for truth. For the university must not be confused with the sort of school where intellectual spontaneity is rigidly channeled along curricular and pedagogical lines*
64

For
this reason the
is
manner
in
which communication takes

all
place at a university
its
members. The
the intellectual responsibility o intellectual life at a university declines

cautiously
into
off
of
when
sub-
its
members shut themselves
from one another,
when communication changes

stantial relationships
mere
sociability,
when
scious reflection
become obscured by convention. Conupon the nature of communication can make
such communication possible.
Debate and Discussion

In the sphere of scholarship communication tained through discussion. We tell each other what
is
main-
we have
found
when
but the genuine process of communication begins our statements are questioned. This takes the form of
out,
controversy on highly specialized points. Such controversy becomes philosophical only as it approaches the ultimate issues.
Controversy
may
take either of two forms
debate or
discussion.
In logical debate certain set principles are assumed. From these we formally deduce certain conclusions. The opponent is defeated by appeal to the law of contradiction and
with the help of countless tricks which the art of logical argumentation has developed since antiquity. One person wins. The mood of the debate is characterized throughout by the desire to vanquish one's opponent. This kind of power-con-
whose consequences can be very useful for formal clarif ity, they do not at all serve the cause of intellectual wholeness! invariably leads to a final break-off of communitest
even
cation in accordance with the principle contra prindjna ne~
gantem non est disputandum (You must not argue against someone who denies the very principles of argument). In a discussion which is meant to serve genuine communication there are no set principles and standpoints firmly maintained until victory. The premises assumed by both par-
65
ties
have yet to be discovered. Both parties seek to clarify their real meaning. Every principle discovered serves as a
point of departure for new discussion provided that nothing of what has gone before remains unclear. Each points out the
assumptions implicitly
made by
his partner so that a
common
ground gradually emerges in the discussion. There is no end. Nobody wins. Those who seem to be "in the right" grow suspicious of their own Tightness. Any conclusions reached serve only as stepping-stones. Real unrestricted discussion is only possible between two
people alone. Even a third person is a disturbing factor, easily changing the discussion into a debate, awakening the power
instinct.
cles.
We
Here
can, however, discuss to advantage in larger cirwe can lay the groundwork for a subsequent and
more
we
Here thorough discussion between two people. can also point out perspectives and positions. Different
opinions rapidly succeed one another without any attempt at the kind of stringent discussion which thrives only in rapid
private exchange. No conclusions are sought. Thus, there are specific rules for discussion among a number of people: one must not repeat oneself, nor insist on the "correctness" of one's
views by repetition. One must not seek to have the last word, but be content to have one's say and then listen to others.
The Formation of "Schools of Thought' as an

Instance of Intellectual Cooperation
Every scholarly or
scientific
accomplishment
is
ultimately
an individual accomplishment. It is personal achievement. It can however be increased through the cooperation of many.
Cooperation grows out of communication.
When
both of
these factors are present, motivation, clarity, incentive, reach their highest point; one person's ideas awaken those of another; the ball
is
tossed back
is
Cooperative research
to
and forth. be distinguished from
collec-
66
tive work,
tion.

which can be described
is
as intellectual industrializa-
Something
project so directs his plan. really are only links in the chain of of collective work involves a Another
produced only because the head o workers whom he calls associates but
the
who
type
number
of in-
project.
clinic), each example working within a given assuming responsibility for a particular problem Results represent individual achievements. But the
dividuals
(for
at the
same
whole which they combine
to
make up remains
a collective
criticism
conversation and mutual aggregate dependent upon both oral and written.
is represented by continuity of intellectual tradition "schools of thought." There are two ways in which schools of
The
thought
arise.
One way
is
to imitate a master
whose work we
extension, adaptation, and analogous achievement. The other way involves an unbroken intellectual tradition, within which the student may be quite as independent
carry on by
as his teacher, since the tradition usually does not center
around a single personality but a group. Here we have a school, an intellectual movement which may last through sevStudents and teachers who here meet one eral
generations.
another on the same level benefit by mutual exchange.

petition
Com-
challenges them
to
maximum
effort.
Interest rises in
ideas evoke. Competiproportion to the response which one's tiveness and envy are transformed into an objective and competitive enthusiasm. Schools of thought
grow spontaneously; they cannot be induced or deliberately thought up. If one tries to do so, an artificial, sterile activity results. The influx en masse of mehas given rise everywhere diocrity into the learned professions to a hothouse culture where either of two things is the rule.
Either an external, mechanical
method seems
easily learned
and applied to the point where everyone can "participate," or else a purely formal method of thought together with a limited
67
THE IDEA OF THE UNJVERSITY

of simple axioms can serve as a catchall for just about
number
everything. New ideas usually originate in very small circles. few in an institute or clinic, people, two, three or four, perhaps
are inspired by the exchange of a
common group
of ideas
which
foster
new common
insights
and achievements. Such

through
a spirit grows secretly
among
friends, proves its value
a full-fledged objective accomplishment; and finally becomes intellectual movement. The university as a whole can never be united by such a
spirit.
is
belongs to smaller groups, The university most alive when such groups communicate with one an-
That
spirit
other.
The University as
At the
the
Meeting Place of Different

Their students
Disciplines and World Outlooks

university all
disciplines
unite.
meet. They are united and inspired by the presence of so many forms of knowledge. Their mutual stimulation leads toward the unity of studies. Left to themselves, the sciences
tend to
fall
Their Joint presence their connection and inspires

all unity.
of unrelated units, apart into a loose aggregate the university reawakens a sense of at
efforts
on behalf of
their over-
However., the explicit communication between the sciences rests on a broad foundation of implicit communication.
There
a basic attraction of intellectual movements, which even as they clash each acknowledges along with their sepais
rate identities.
communicate turns upon everything strange and distant, also upon people who would Hke to shut themselves up in a world of private beliefs. Those who want to communicate of their own accord run the risk of being put to
will to
The
68
question because only when they are questioned to the utmost does it become clear whether they are heading in the right direction. This urge to communicate has fundamental
consequences for the place of intellectual movements at the

university.
To be permeated by the idea

a
way
of
life.
It is
of the university is part of the will to search and seek without limita-
allow reason to develop unrestrictedly., to have an open mind, to leave nothing unquestioned, to maintain truth unconditionally, yet recognizing the danger of sapere aude
tion, to
(dare to know).
Some people might conclude from
this that
only that world outlook which we have just discussed should be allowed at the university, with the consequence that dissenters would be subject to an investigation of their beliefs. This, however, would violate the idea of the university. The
university does not investigate the
tential
Weltanschauung of a pouniversity keeps itself fanatical groups, which
member. Rather
from
it
investigates his professional attain-
ment and
distinct
intellectual standing.
sects,
The
churches,
and
seek to impose their own outlook upon others. The university does this because it wants to thrive in freedom and would only
perish rather than carefully shelter itself from unfamiliar ideas
and withdraw from

are involved.
intellectual conflict
where fundamentals
its
All the university

professional
must require of
members
is
this;
and
intellectual
sacrifitio del intelletto (the sacrifice of the intellect), even those who would be intolerant if they could.
and integrity. It what is called the
standing, mastery of their would even admit people who have
tools,
made
The
university feels confident that

live dynamically,
it
it
can afford to do
In
its
so.
It
wants to
municate
to
not
statically.
will to
resist
com-
seeks to associate even with those

It
who
com-
munication.
deny admission to a
would be contrary to the idea of the university man of intellectual rank who shows
69
proof of intellectual achievement and works in a scholarly
way
even
if
his scholarship ultimately serves
an alien
interest.
The demand that every world outlook be represented at the university, for example in philosophy, history, sociology and political science, is just as unsuited to the idea of the university.
If
the
first
a given world outlook fails to produce scholars of rank, then this outlook has no claim to scientific
share his Ideas.
individual certainly prefers living together with As long as he acknowledges the
status.
The
those
who
idea of the university and has a voice in the selection of potential faculty members, however, he will be inclined to draw the most diverse viewpoints into the university. He does this in
order to create opportunities for fruitful
the intellectual range at whatever risk
conflict, to
broaden
to allow
above
all,
scholarly achievement and intellectual quality alone to be the decisive factors. The university not only tolerates but demands that persons who oppose its aims be admitted to it.
So long as these people are content to state and discuss their particular beliefs and authorities within the university, so long
as they allow their beliefs to be an impulse for their research, they are useful to the university. But if they seek to dominate
the university with these beliefs, if in the selection of candidates for the university they are partial to fellow-believers, if
they replace intellectual freedom by prophetic propaganda, then they come into the sharpest of conflict with the rest of the university which aims to uphold the ideal of the university.
CHAPTER
as
The
training,
SIX:
The University
an
Institution
fulfills
its
university
tasks
research,
instruction,
communication
within an institutional framework.
institutes and their and duties must be distribPrivileges uted among its members. The university represents an independent corporate whole with its own constitution.
It requires buildings, materials,
books and
orderly administration.
university exists only to the extent that it is institutionalized. The idea becomes concrete in the institution. The
The
does this determines the quality of the university. Stripped of its ideal the university loses all value. Yet "institution" necessarily implies compromises. The idea is
extent to
it
which
never perfectly realized. Because of
this
a permanent state of
tension exists at the university between the idea and the shortcomings of the institutional and corporate reality.
The Failure of
to the
the Institution to Live
Up
Idea of the University
deteriorate
Even the best institutions at the university are apt to and to become distorted. Thus the very transla-
intellectual
tion of thought into teachable form tends to impoverish its Once intellectual achievement is advitality.
mitted into the body of accepted learning those achievements tend to assume an air of finality. Thus, it is merely a matter of convention at what point one subject ends and the other
begins. It is possible, moreover, that an excellent scholar may not be able to find a place for himself within the established
to
departmental divisions. A mediocre scholar may be preferred him simply because his work fits into the traditional scheme.
Any
70
institution tends to consider itself
an end in
itself.
71
THE IDEA OF THE "UNIVERSITY

and transmission
its
Though an
ress
institutional structure is Indispensable to the progof research, constant re-examination
can insure
only proper functioning on behalf of the ideal
it is
For administrative organizations are notoriintent upon perpetuating themselves. ously Ostensibly, the university's vested freedom to select its
to serve.
meant
own new members

however,
this
favors the choice of the best. In practice,
the university but
system tends to favor the second best. Not only all corporate bodies tend to maintain an
unconscious solidarity against both the excellent and mediocre, prompted by such anti-intellectual motivations as fear of competition and jealousy. The excellent are instinctively excluded from fear of competition, just as the inferior are rejected out
and influence o the university. The "competent," the second-rate, are selected, people who are on the same intellectual level as oneself. This is one more reason why appointments to vacant professorships cannot be
of concern for the prestige
exclusively to the departments concerned but must be subject to control by a third party. As J. Grimm has said, "The state has no business allowing the supervision of academic
left
appointments to
to
slip
out of
its
appoint
its
own members would
hands: allowing each faculty contradict the greater part
of common experience. Fear of competition exerts a certain force even over men with the most honest of motives/'
Fateful decisions are
made when
the institution selects
new
is
appointees from the younger generation. The university by no means accessible to anyone who has made intellectual
contributions.
provided by a senior professor in Germany, an ordinarim who must sponsor the appointment before the faculty. Professors are inclined to prefer their own
is
Access
disciples in matters of appointment, if they limit access to them entirely. the
do not indeed
strength of the sheer duration of their study under a given professor these students feel that they have earned the to academic
right
On
appointment
& right which they claim unjustly but which
72
the professor recognizes for reasons of personal sympathy. Professors are sought after who have the reputation of finding
academic jobs for
their students.
Max Weber tried to
curb
this
unwholesome practice by proposing the principle that whoever had taken his doctorate under one senior professor
should be required to seek academic employment under another senior man at another university. When he tried to
he discovered
flat disbelief
apply this equitable principle to his own students, however, at once that one of his own students met with
when applying for a position at another instituthat people preferred to believe that Weber had rejected his own student as incompetent. professor still incurs grave guilt when he favors his own
tion,
and
students
by exaggerating their real stature and performance where new appointments are involved. There must be no compromise with the principle that quality and quantity of
scholarly production govern the selection of new appointees. Otherwise, the decline of the university is assured. It occurs
when a poor appointment
policy favors mere studiousness over independent thinking, and substitutes a civil service type of automatic promotion for the risk of securing professional
approval by independent achievement Whereas many teachers tend to favor this sort of studiousness, which is unlikely
to upset the routine or offer serious competition, every profes-
to
make it his principle to allow only those students become members of the faculty whom he can expect to attain at least the same level of proficiency as himself. He
sor should
should be on the lookout for those

far
beyond him, and
to
advance these
who might surpass him, go men even if they are
not his
own
students.
can easily become the tool of scholars who desire power, and use their reputations, connections, and friends to advance certain people more or less ruthlessly.
Institutions
Since Hegel's time the authority wielded
by the
respective
73

thought has been the target of
heads of an entire school o

constant complaint.
Free communication which ideally prevails at the university

all
too often degenerates into
conflicting personalities.
destructive criticism.
a quarrel between and envy lead to unfairly Jealousy Even during the most culturally ad-
vanced periods in the nineteenth century such abuses flourished, Goethe recognized this sickness in the university when he compared it with independent research: "Here as
where learning advances quietly

professionally concerned with
at all
it
everyor dramatically, while those are not really interested in it
but are merely interested in money and personal power"; and "They hate and persecute one another about nothing at
aU
as all
can
see,
because no one wants to tolerate anyone

all live
eke, although they could
very comfortably
if
every-
one lived and
let live.* It is
one of the maxims of the sensible
university teacher never to acknowledge purely negative criticism or the intrigues which grow out of it, to deal with it as if
it
were
nonexistent, or at least to blunt
its
impact so that
fruit-
ful,
cooperative work may continue
to flourish in the interests
of the university as a whole.
Paradoxically, the unlimited freedom in research and teaching, to which each member of the university is ideally entitled, serves not only to promote that unrestricted com-
munication which exposes everyone to radical doubt, but it also promotes a tendency to enclose the specialist in his field,
to
make him
untouchable, to isolate
him
instead o
ing
Mm
encourag-
to communicate.
meddling of others. The conduct of faculty members has been compared with that of the monkeys on the palm trees of the holy grove at Benares: on every palm tree sits a monkey, all seem to be very peaceful and minding their own business. But the moment one monkey tries to climb np
greater liberties so as to safe from the
be
Everybody leaves everyone else entitled to them himself and to be
74
the

palm
tree o
another he runs into a heavy barrage of cocomutual respect in university circles tends to a nuts. Similarly, state of affairs where everyone may indulge his every inclinawith the result that the university no longer tion or
caprice, centers on matters of
common
concern.
Common
Thus
it
concern
is
for formal occasions. tactfully reserved
that everybody approves everyone else's to have freedom in this demic simply in order
can happen candidates for aca-
appointment
matter oneself.
Basic criticism
is
avoided.
by
which ought to be an stance becomes a purely outward relationship governed solely considerations of politeness. There is to be sure, some wis?
intellectual battle for clarity
Communication and sub-
dom
in this; the individual scholar's intellectual productivity
must be assured freedom to the point of allowing for what to some contemporaries seem eccentricities or license. Though discussion and criticism must naturally accompany the work
of a scientist or scholar, "official" exercise of criticism for the
sake of controlling individual research and teaching, whether lecturer or even student, is intolerable. In all of
professor,
matters extending beyond the personal realm and involving the interests of a department or the university as a whole,
mutual discussion becomes a duty, particularly in the case of In the personal realm, there is no substinew
appointments.
tute for spontaneous and informal discussion for genuine communication in accordance with the idea of the university. It of marks the intellectuality of the kind that
presence
genuine
no respecter freedom tends

is
of persons. It is a tragic paradox that academic to obliterate this ultimate freedom of true com-
munication.
The Necessity for
Institutions
These and other shortcomings of the institutional structure do not obviate the need for institutionalization in some
form. Without an institution the
life
and work
of the individ-
"^

and work
along instituby them. Sci-
ual scholar are in danger of being wasted. Life should become part of a tradition safeguarded
tional lines so that later generations can profit entific achievements, in particular, are
dependent on material
means which the
individual seldom has at his disposal.
They
are also dependent on the sort of cooperation possible only at a permanent institution.
This
is
why we
we
love
it
to the extent that
cherish the university as institution, why it manages to incarnate its ideal.

it is
Despite
all its
shortcomings
the locus of this ideal. It as-
sures us that a
cial satisfaction in
There is speto such an institution, if only for belonging honor's sake. It hurts not to be admitted to it or to be expelled
community
of scholars can exist
by
it.
Students and professors ought not to consider the university as a mere chance institution of society, nor as a mere school, a production-line of necessary degrees. They ought to
assimilate the idea of the university, that
national idea, of
Western supraGraeco-German origin. This idea is not something that can be touched, seen, or heard. It glimmers in the ashes of institution, flaring up from time to time in individuals or groups. One need not always belong to a univerto live by its ideal. But the idea is attracted to the instisity tution, without which it feels incomplete, sterile, and isolated. To live according to this idea means becoming part of a larger
whole.
All this, however,
must not be allowed
to lead to the arro-
gant assumption that the university is the sole who love the place for an intellectual life.
and proper
university as
We
the place in which we lead our lives may not forget the special nature and limitations of the university. In many cases what
comes into being outside the university, is at first rejected by university, then adopted, and so on until it comes into its own.
is
creative
thfe
Renaissance humanism grew outside of and opposed to
76
the scholastic universities.
When
the universities had
become
humanistic, then philologically oriented, the revival of philosophy and of the natural sciences in the seventeenth century
source outside the university, with men such as Descartes, Spinoza, Leibniz, Pascal and Kepler. When the
again had
its
and his disciples had penephilosophy of Christian Wolff trated he university, a new humanism arose whose chief ex-
and Goethe, again outside ponents were Winkelmann, Lessing the university. This humanism, however, quickly conquered the university because of great philologists such as F. A, Wolf.
Smaller movements, too, often arise outside the university and are long ignored by it. Examples are Marxist sociology, hypnotism, long since accepted as a recognized field, grapholtaken note of at the university, and ogy, just beginning to be
and introspective psychology as developed by Kirkegaard Nietzsche. As J. Grimm writes, "Our universities are places
where a large and ever-growing book-learning is present. Yet of work until it they tend to ignore any radically new piece
has proved its validity elsewhere. Universities are like gardens * where wild growths are only reluctantly tolerated." been develStill, once a new intellectual direction has
oped, the university will take possession of
it
sooner or
later,
body of teachable materials. Yet it can only teach a subject in which it does independent research. This is exactly what happened at the university
In several notable instances, however, the universities have pioneered new directions of thinking. Foreagain and again.
promote further development by tion and preserve it as part of its
new
discoveries
and applica-
most among these are the Kantian philosophy and the philosophy of German idealism which followed in its wake. Moreover, throughout the nineteenth century almost all new discoveries in history and the natural sciences originated at the
university.
*
Kkine
Schriften (Berlin, F. Diimmler, 1864),
242.
The Rok of Personality within

The
vitality
the
Formal Structure
of the University
ultimate problem posed is the place of
by the
institutional structure
beings in it. For its the university depends on persons, not institutions, which are no more than a physical prerequisite. The university is judged by its ability to attract the best people and provide them with the most favorable conditions for research,
of the university
human
communication, and teaching. Tensions between the

scholar
living personality of the research-
forms are unavoidable. Where the idea of the university remains vitally alive this results in creative change. Times of conservatism alternate with times of
institutional
and
rapid change. No idea can be realized without being modified. Institutions, laws, and conventions have a way of obtruding themselves. Once the idea disappears, only meaningless routine is
left.
The
things that matter cannot

institutional dictates.
tries to
be forcibly brought
always dangerous
into
being by an institution
It is
when
reproduce
artificially
something that can
only grow organically. are made only by those

of truth over an
The
who commit
really important contributions their lives to the service
unbroken period of years and decades. Administrators can be judged by the relative importance
It takes
they attach to persons or institutions.

life into
people to
instill
and continued funcof certain ancient institutions reflects a tioning deep wisdom. Yet even this wisdom is to a large measure dependent on the of its present members. Thus individual quality personality and institutions are interdependent. Their is never
institution.
an
The mere
survival
polarity
without tension.
Institutions are purposeful mechanisms devised to make the transaction of business safer and surer. They establish
78
those forms which, until altered deliberately, retain unquestioned validity. To abide by these forms and rules is one of
the conditions of intellectual work.
It
provides foundation
Formal regulations should be limited to these foundations, and even then be as sensible as possible so as to naencourage cheerful compliance until they become second
and
order.
ture.
In so complying one actually enhances one's freedom. In every institution there are differences of rank and differences of inauthority above and beyond the obvious is unthinkable withdividual caliber. Rational organization
out leadership.
The
original
way was
around a teacher informally.

supervises his institute
ner.
for students to gather a director of research Today
This
is
is
charge
at
and assistants in an institutional manbearable and even desirable only if the man in the same time the outstanding intellect. In peris
manent
institutions that
a matter of luck.
What
is
intoler-
able is the rule of incompetents who want to compensate for their lack of intelligence and dissatisfaction with themselves
by
gratifying their
power
drives. Productive
people
who have
a talent for leadership are excellent for this job. Aware of their own limitations, they will leave their subordinates all possible
freedom, in the hope that these go even further than they

themselves.
by
ever satisfactory. It is corrupted the addition of complicated refinements of institutional

institution
No
by
itself is
procedure.
Simplicity
is
the most
difficult
thing to achieve.
Premature simplification oversimplifies. Complex relationships are not resolved but destroyed by research from teaching "simple" solutions, such as separating
institutes,
pure from applied science,
liberal education
from
best from that of specialized training, the instruction of the intellectual life occurs only where teaching the many. Genuine
and research do not simply exist side by side but go hand in hand. This is an ideal which can only be realized by the work
of complete persons.
79
institution begets opposite the cult of personality, the emphasis on originality and even eccentricity. On the other hand there is an emphasis on oppressive and empty organizaerrors.
The
polarity of person
tibe
and
On
one hand there
is
tion.
Both extremes lead
to unreasonableness
in
because of tradition for

titude
tradition's sake, in the other
one case because
of innovation for the sake of innovation.

is
The
university's at-
hard
to formulate: it
aims to steer clear of either exit is
treme. It tolerates individual eccentricities,
receptive to new personalities, and provides a meeting ground of the greatest extremes. Individuals are important even where there is
no
cult of personality because ideas are realized only through the individual effort of people. There is a sense for rank and merit at the university and a feeling of respect for age. The
individual scholar wants to feel
welcome among his
colleagues,
elected by, not forced upon, them.
CHAPTER SEVEN: The Cosmos

of
Knowledge
In origin, the various sciences grew from practical experience, from the art of healing, from surveying, from the work-
shops of builder and painter, from navigation. The unity of science is a philosophical idea. In practice the philosophical ideal of unity became the search for a single organic body of
knowledge. So began the cooperation of ing toward a common goal.
all
branches of learn-
Practical instruction, dating back to time immemorial, is concerned not with the whole or the purity of knowledge, but only with the particular skill required for a particular occupation. contrast, scientific instruction in accordance with tie
By
ideal of the university seeks to guide us to the foundations of all knowledge by the light of the idea of unity. It encourages
a particular skill to uncover those roots which join it to the so that its deeper meaning and full single whole of science,
range
tical
may become
university
apparent.
must always meet the needs of the pracIn this respect it resembles the ancient occupations. new when it training schools. But it adds something totally meets these needs by way of defining their place within the
The
whole
knowledge. Thus, from one point of view, the university resembles an isolated from one anaggregate of professional training schools other, or an intellectual department store with an abundance of goods for every taste. But from another point of view, it is clear that this is mere appearance since, if true, the university
of
would simply
80
disintegrate.
The very
existence of the univer-
sity stands for that
oneness and wholeness of all knowledge
81

to
which alone enables us

term.
know
in the broader sense of the
The wholeness of knowledge, however, presents us with the task of classifying all knowledge. The departmental divisions appear to but do not in fact coincide with this classification.
Though they can never
really coincide they
must be
related to one another.
The
a
first
course catalogue of any large university will suffice as guide to the kinds of different subjects in existence.
find that the university is divided into faculties and these in turn into departments divided by subject in almost endless variety. Clearly the course catalogue as a whole is the
We
product not of a master plan, but of a slow process of

cal accretion.
histori-
The
Classification of
Knowledge
Since the idea of knowledge as a cosmos does not stem from practical application but from philosophy, its vitality is
tied to the diffusion of philosophical awareness throughout the
university.
the idea of knowledge as a unity has the various fields given rise to different systems of classifying of knowledge. Classifications abound. None of them, how-
From
the very
start,
ever, can claim absolute truth
and
validity. Definitive classifi-
have always reflected someone's proud conviction of having hit upon the whole and absolute truth of things. As "absolute" truths definitively formulated here and now have succeeded one another, the necessary relativity of all
cations
clear. Our systems of classification has become increasingly The educafaculty of understanding has been emancipated.
tional
fixed
power of knowledge has ceased to be identical with a world outlook and ontology. It is replaced by our realiza-
tion that our capacity for learning new things is infinite. To assume that one has the one final and correct classifica-
82
tion of studies
is to pretend that a given field of knowledge can be defined and localized with the help o certain fixed,
to the
absolute points. Conversely, to attempt to relate a given field whole of knowledge involves pushing inquiry to those
field
appears as a microcosmic replica of the whole of knowledge. For there is almost no significant fact which is not at some point related to the whole of knowledge
in that
it is
depths where that
either illumined
by
its
context or
itself in
turn
il-
lumines that context.
Knowledge is usually classified according to some pair of opposites. Thus there are: (1) Theoretical and practical studies. Theoretical studies are concerned with a given subject as an end in itself; practical studies are
concerned with the subject as a means toward

purely
rational
sciences.
the realization of practical ends. (2) Empirical sciences and
Empirical sciences deal with real objects in space and time. Pure sciences deal with concepts which are intelligible once they can be independently derived. Mathematics is unique
among
deals solely with ideal objects. (3) Natural sciences and cultural sciences. The object of
the sciences in that
it
empirical sciences can be grasped in two ways. It can be grasped from without like matter or understood from within
like the
human mind. The
natural sciences explain things
from without through laws of causation or mathematical constructs; the cultural sciences or humanities understand from
within by ascertaining purpose and meaning. (4) Sciences concerned with general laws and historical
sciences, the
ticular
former seeking the universal, the
latter,
the par-
historically unique. (5) Basic sciences and auxiliary sciences. Basic sciences seek to learn by reference to the whole of knowledge, hence
and
become
representative of the whole and therefore universal in character. Auxiliary sciences either collect material or assemble knowledge for a particular practical
purpose.
83
In each of these pairs the opposing principles o scientific understanding complement one another. They can but briefly
each becomes sterile. In each pair of opposites asserts itself practice, simultaneously,
isolate themselves, for in isolation
there being no
into opposites.
way
of dividing
them neatly and permanently
concrete sciences are united only by the object which seek to approximate with every method at their they disposal. They no more fit into a fixed classification scheme than do the
The
widening and intersecting circles caused by pebbles tossed into a pool But then these widening circles may conceivably be classified according to the relative nature and position of
the pebbles involved. Thus, sciences may be ranked in the order of their intrinsic priority where each level depends on
the next lower one, as in the order physics, chemistry, psychology, sociology. This would be a series of sciences seeking the universal Or cosmic history, world history, life history,
human
history,
studies concerned with
European history. This would be a series of what is unique and individual. Whatclassification., it is
always predicated on a and to that extent not all-inclusive. Further examination would show that such schemes can never illumine more than single sciences, and imperfectly at that; that genuine classification is unattainable. At best, a given scheme has pragmatic relevance to a specific area of actual
single pair of opposites
ever our system of
research.
Usually the unity of any given scheme is furnished by that particular science which this scheme favors. There is good reason for the fact that almost every science has at one
time or another declared
itself
the only genuine, all-inclusive
is that every true science a single whole. Error ensues only when the wholeconstitutes ness of one science is allowed to obscure the equally autonomous wholeness of other sciences. One-sided emphasis on a
and absolute
science.
The reason
particular science impoverishes science as a whole.
84
tion
unity of all knowledge is an ideal. Every classificaa provisional attempt to translate this ideal into reality from a particular point of view and in terms of a particular inis
The
tellectual
is false.
and
historical situation.
To
that extent every
scheme
Academic Departments
No
single principle governs the
organization of disci-
plines at a university. No one man has planned this classification with the knowledge of the whole picture in mind, as in the case of industrial division of labor. On the contrary, there
have arisen a number of separate intellectual movements each aiming individually at the whole of knowledge. The particular
sciences have remained such independent wholes. They do not lie next to one another like the separate drawers of a filing
and interrelate without necessarily intermingling. They communicate without blurring into one another, guided by the vision of an infinitely large single body of
cabinet, but overlap,
knowledge. The essence of the university
regimented
activity, a life
concerted yet unof diversity yet inspired by the ideal

is
of wholeness, the cooperation yet independence of

ciplines.
many
dis-
Departmentalization stiU in use today dates back to the medieval period. The three upper faculties were theology,
jurisprudence and medicine. A fourth or lower faculty was added the liberal arts, today's philosophical faculty. (The meaning of these faculties has changed as the meaning of re-
search has changed. For the last 150 years the number of faculties has at times been increased, then again reduced to the
Today there are usually five, because the old philosophical faculty has been broken up into two faculties, one of mathematics and natural sciences and one of liberal
arts.)
old number.
These
faculties claim to mirror faithfully the
cosmos of
85
sciences.
They represent the whole of human knowledge. arose from the practical needs of intellectual work, not They from theoretical schemes of classifying the sciences. The continuing validity of these faculties today, after centuries of radi-
change in our environment, our knowledge, and our research, attests to the truth of their original conception. Theology, jurisprudence and medicine cover permanent areas of
cal
inquiry: understanding of religious revelation, of statute law, both private and public, and of the nature of man. The study
of these subjects
trators
is meant to train ministers, judges, adminisand physicians for their practical careers. Ttey all need least logic and philosophy as a common foundation.
at
sciences of theology, jurisprudence, and medicine aim for an end itself no longer scientific, the eternal salvation of
The
the soul, the general welfare of people as
members
of society,
respectively. Paradoxically then, these sciences originate outside the scientific realm. They work with assumptions which though themselves not scientific, impart substance, meaning and purpose to science. Theology is con-
and bodily health,
cerned with revelation approached in three ways: through the history of the holy scriptures, through the church, through dogma, and verified in terms of contemporary faith. Juris-
prudence is concerned with rationalizing and standardizing statute law as produced and validated by the power of a given state. Medicine is concerned with preserving, fostering and
restoring the health of human beings, elusive knowledge of human nature.
and
is
based on an
in-
Each of these
scientific disciplines is entirely
based on
Each must seek to shed light on these premises. For without them it loses aU meaning, as shown by
nonscientific premises.
the following typical phenomena. Theology touches upon the
supra-rational
realm but
through rational means. Now, instead of rationally developing the meaning of revelation, theology can develop a passion
for "the absurd." Self-contradiction
is
then supposed to con-
86
firm the very truth of an assertion; the enslavement of reason to confirm the very truth of faith; and arbitrary submission to an
authority, even though in reality it exists in the world in the form of judgments and expressions, which are supposed to be the true way of life. Brutality, fanaticism, inquisitions, and
make up this theological fury. revelation, the basis of faith, may Conversely, Faith is then equated with rational doctrine and
lovelessness
these
be lost deduced
from reason alone. But as revelation, the

of faith
is lost,
historical foundation
faith itself is lost.

it
Reduced
to unrestricted ra-
tional thinking,
ends up in unbelief. Jurisprudence bases itself upon the reality of the positive to be made meaninglegal order. This order of statute law is
and consistent. Natural law, though by no means a fixed standard, provides a guiding idea of what is right or wrong. Without this foundation, jurisprudence sinks into the abyss of total arbitrariness. Statute law then is valid simply
ful, coherent,
because backed up by state power. Self-contradiction and injustice cease to
be valid counterarguments. Illegality is legally and thought itself bows before the law of force. sanctioned,
Conversely, a jurisprudence concerned only with natural law and without any reference to actual statute law becomes
meaningless too.
Medicine
health of
all
premised on the will to advance the life and men as human beings. This ideal admits of no
is
qualification.
First
concerns
itself
and foremost, the desire to help and heal with individuals. It concerns large groups only
in so far as individuals profit,
and no
is
individual
is
physically
harmed.
Yet, medical interest in health
as
ambiguous as the con-
cept of physical health itself. The task of medicine involves conflicting tendencies. It becomes meaningless both where
the individual's inalienable right to physical health is abandoned, and where the meaning of physical health becomes a
convenient but overly simple stereotype.
87

Once a
to
man
particular racial or physiological type is preferred as a whole, a motive exists for doing harm to the
life
and health of individuals for the supposed benefit of some particular group as a whole. Thus, persons presumed to have
large chances of transmitting unfavorable hereditary traits have been forcibly sterilized, and in the name of euthanasia
the mentally ill have teen murdered. In the three so-called higher faculties, the ideas of reason, natural law (justice), and life and health are standards indis-
pensable to research,
if
it
revelation, positive law,
is to retain any meaning. But in and human nature dark powers re-
main which we can endlessly Uuminate but never fully understand, and it is these that endow research with substance and
life.
The
inally, it
philosophical faculty enjoys a unique position. Origdid not prepare for a specific profession but prepared
and solely for the higher faculties (theology, jurisprudence the function of the philosophical faculty medicine). Today,
has changed from a preparatory to a fundamental one. The other branches of knowlphilosophical faculty embraces all
faculties derive their intellectual edge. The three remaining substance from contact with the basic disciplines comprised
in tie philosophical faculty (the faculty of arts
and sciences).
Thus from the viewpoint of research and theory alone, the itself comprises the whole university. philosophical faculty by Any classification of knowledge which includes everything
contained in the philosophical faculty is complete. In the course of the nineteenth century, the philosophical
and its unity. It split up into faculty lost both its uniqueness of mathematics and natural sciences, on the one a faculty
a hand, and humanities, on the other, from which, in turn, branched ofi. One came to think of the social science
faculty
faculties as existing side
by
this way, ganic whole. In
side rather than forming an orthe idea of the oneness of the uni-
88
verslty

was
lost.
The
university
store.
became an aggregate, an
in-
tellectual
department
Several motives entered into this split-up: the size of the old faculty which included more professors than all the other
three faculties combined; the schism between the natural sciences and the liberal arts which entailed estrangement., lack of
understanding and mutual disdain; and the need to train people for different professions such as teaching, chemistry,
physics, geology, and agriculture. The reunification of the university, which stems from an awareness of the cosmos of the sciences, cannot simply mean
restoring things to their medieval unity. The whole content of modern knowledge and research must be integrated: broadening the scope of the university must initiate a genuine unification of all
branches of learning.
The Expansion of
institutes
the University
In the modern world the university keeps establishing and teaching organizations designed to meet the
changing requirements of society. Thus, areas of specialized technical training or entirely new curricula for professional courses of study require special ways of teaching. Nothing
can stop the continuing expansion of the university. This process has meaning, because all human activity involves
knowledge. Wherever there arises a demand for knowledge the university is responsible for forging ahead in the new field
and teaching it. Not infrequently the net

administration,
gregate of totally unrelated fields.
was a meaningless agAstronomy and business and hotel management find themphilosophy
result
selves equals in this intellectual "department store." To ignore the presence of these newcomers is nothing but useless snobbery. The idea of the university requires that
the university be open to
new
ideas.
There
is
nothing which
is
89
not worth knowing about, no art which does not involve a
form of knowledge. Only by unifying these various new lines of inquiry can the university do justice to them. The univer-
upon to preserve the scientific spirit by transformand assimilating the new materials and skills and inteing grating them in the light of a few leading ideas. There are two ways in which the curriculum be
sity is called
may
broadened by increasing the number of subjects offered. On the one hand, science differentiates itself in the natural course
growth. In this process each new phase remains an integral whole comparable to the propagation of life. In this
its
of
way, psychiatry as well as ophthalmology achieved an independent status within medicine itself, because they developed both subject matter and scientists of universal
significance.
Conversely, legal medicine does not qualify as an independent field, but is a collection of technical skills and "know how."
Similarly, the status of dental medicine, as well as the
medi-
cine of ear, nose and throat, is dubious because the organs concerned lack universal implications. These fields lack the
over-all significance of internal medicine, psychiatry or ophthalmology. Public health, too, enjoys a dubious status.
Although outstanding representatives of this field have rightly held professorships, the field itself has its practical and technical limitations; it lacks a idea. The mere really
challenging
fact that people working in the field of public sanitation have made contributions to bacteriology does not suffice to enroll
public sanitation in the ranks of the basic sciences. To give detailed answers to the questions raised here would require further study and expert in the fields concerned.
We are here concerned only with the principle:

sciences into
knowledge
is
the split-up of
study a given new field can, in turn, develop into an integral whole in touch with universal ideas and so remain a basic science. Alternatively, science can grow if new materials and skills
enter into
it
new
fields of
desirable to the extent that
from without. They demand admittance because
90
they can
make a
valuable contribution to the cosmos o
the
sciences. Thus, for example, the content of the cultures concerned explains why Indie and Chinese studies are basic sci-
ences; African
it must keep its sights on the daily task of revalidating set on the unity of knowledge, this unity, in two ways. Throughout all change, the university must retain its awareness of the basic sciences and of the hier-
and Whenever the
prehistoric studies are not.
university expands
archy both of basic as against auxiliary sciences and of instruction through research as against instruction.
mere
is
factual
and technical
The expansion
to its
of the university
a problem which relates
very survival in the
modern world.
New
is
ideas must be
It
recognized and made part of the whole is yet to be seen whether the university
world, whether
it
of the university.
equal to the
new
and serve it, whether the new and the new abilities can be permeated with the knowledge without which they are, strictly speaking, meaningless. spirit the Theology, jurisprudence and medicine, traditionally
can accept
it
three upper faculties, address themselves to areas of human existence that have remained unchanged for thousands of
years. Nonetheless, they existence. This is evident
institutions
do not cover the whole of modem if one considers the large variety of of higher learning which have been founded outitself,
side the confines of the university
such as technological
institutes, agricultural colleges, veterinary colleges, teachers*
of business administration, schools of mining, colleges, schools etc. Is their mere existence not proof that the life of the uni-
Does not the estabversity has failed in important respects? lishment of these independent institutes violate the idea of the
university?
It is significant, indeed, that these establishments
tend to
that they have a duplicate some of the work of the university, natural tendency to expand into a university so that, for ex-
ample,
we
find all the liberal arts,
up
to
and including
philos-
91
opfay,
THE IBBA OF THE UNIVERSITY
being taught at technical institutes. More often than not, however, even the presence of outstanding scholars in the humanities has not been able to produce anything more than
an empty educational routine bereft of the strength which comes only with creative
these scholars frequently feel as exiles. Could is some connection between the
vitality
and
scholarship. Thus, it be that there
em
growing emptiness of modIs
life
and
this
growth of diverse specialized schools?
there a
lead back from the superficiality of the general aimlessness, the dilemma of diverse specialism,
hinges upon
way which would
special schools, to
ists
some new unity? Whatever possibility exthe extent to which vast new areas of human
can be incorporated in the university. Medicine, jurisprudence and theology, the three traditional branches of
life
learning,
no longer suffice as they did for the medieval world. Yet, progress cannot be achieved by simply increasing the number of
departments. One cannot just add a ever a new field has been
scale.
new department whenopened up somewhere on a large Even highly specialized departments must relate to a
genuinely important sector of human life. This is not a new idea. In 1803, for example, the local
litical
government established in Heidelberg "a department of poeconomy" and incorporated it temporarily into the
phil-
This department included forestry, urban and rural economics, mining and surveying, civil engineering^
osophical faculty.
architecture, assaying> that concerns the
and police organization, "everything knowledge, preservation, development and
proper maintenance of public administration." All that eventually remained of these arts and sciences was what came to be known as economics. Clearly the department failed to encompass a genuine self-contained sector of human life. The
reference to public administration served as catchall for various unrelated jobs, but failed to
a utilitarian
provide a unilater develop-
fying ideal.
Yet, here
were the
roots of
an important
92
ment,

which became a factor
in the public mind only in the course of the nineteenth century. This is gradually ever clearer, is the sole technology, which, as is becoming new field. technology is ages old, and has de-
Although of the eightveloped through thousands of years, until the end a part of handicraft. Hence it reeenth century it remained mained basically unchanged and part of man's daily life
really
within his natural environment.
Then, during the
last
150
incision deeper than all the events years, technology made an of world history over the past thousands of years, as deep perthe discovery of tools and of fire. Techas that caused
by haps It grows and adnology has become an independent giant. a unified and planned exploitation of vances. It brings about
the globe,
Trapped
an exploitation in the spell of technology,
which
is
financially
profitable.
ble of controlling what originated nology has a claim to our basic concerns equal in objectivity to that of theology, jurisprudence and medicine, a claim which was not fully recognized until it compelled our attention amid the catastrophic changes and events of recent history. For it the job of molding is technology which has now taken over man's natural environment, of transforming human life even as it transforms nature and the technical world.
men seem no longer capaas their own works. Tech-
To expand
to the three
the university
by
next creating a fourth faculty
faculties, theology, jurisprudence and meda real challenge. Technology represents an enicine, poses area of human lif e. Unclear as is the tirely new and developing
upper
ultimate effect of technology
upon human
existence,
it is
in-
volved in a development at once planned and chaotic. We all observe the drastic changes of our immediate
environment. Apartment house and public building,
construction and traffic
road
management, transportation and comthe furnishing of kitchen, desk and bed, the supmunication, all of which spell the differply of water, gas and electricity
ence between our modern environment and earlier ones, are
93
held together not only by utilitarian considerations, or "by the agency of the natural sciences, but by the novel concept of man's transformation of his natural environment.
Still,
this novel conception of
human
life
and the enor-
mous apparatus dedicated
to
its
maintenance have so far
failed to crystallize into a controlled
and permanent pattern. The restless march of technological change on a gigantic scale makes us stagger between ecstasy and bewilderment, between the most fabulous power and the most elementary helplessness.
Everything seems to flow into the one great stream of

technological organization which for reasons which escape adequate Mstorical understanding began to flow 150 years ago
and
to fhfg
day continues
to swell steadily., flooding everything,
Today,
we
feel that this colossal
metaphysical sources, that all pain of extinction. It seems as
phenomenon must stem from must accept its objectives at

if
there
is
something that
is
bound
until
to
awake even though
now
half asleep, something that has remained silent behind the great mass of instill
genious technological devices, something dimly perceived by a few individuals like Goethe and Burckhardt who reacted to it
with a mixture of horror and
distaste.
Perhaps, the best interests of the intellectual life as well of technology are served by making the university their as
mutual meeting place. Perhaps then, technology and the confusion which has resulted from it would be infused with meaning and purpose. Perhaps then, out of the idea of the univer-
would grow an openness, truthfulness, up-to-dateness in which this idea would prove itself. Thus the university would in effect be transforming itself.
sity
revival of the old idea of the university could scholars feel the magnitude of their task to the point make where the creation of a new technical faculty would benefit
Only a
the university as a whole. But the university as a whole would have to share in this rededication if it is to have a chance of
94
THE IDEA OF THE UNIVBBSITY
promoting a general
be
rebirth. The university's great task would to create a truly comprehensive awareness o our age in terms of the sum total of knowledge and practical skills of
which the
aspect.
integration of the technical faculty
is
only one
Along with the incorporation of a school of technology other changes would become essential. Above all, the old The division into the philosophical faculty must he reunified. natural sciences and the humanities must be overcome. Only
reunification can impart sufficient force to the basic theoretical increased impact and scope of disciplines to counteract the
the practical disciplines. This reduces the danger that its continued isolation at the university will slowly drive the natural
and medicine, leaving the other faculties to cherish precious memories in aesthetic isolation without vigor and relevance. More than that, it would necessitate reintroducing into the sciences the concept of hierarchy, which distinguishes besciences into the
camp
of technology
tween basic and

It
auxiliary disciplines.
A technical faculty would be something new at the univerwould have to be more than just a new faculty or school. It would have to get the university to do something the great problem of entirely new. The university must face modern man: how out of technology there can arise that metahas physical foundation of a new way of life which technology made possible. It is impossible to predict which disciplines
sity.
will provide the strongest impulses to this end, once scholars and scientists have begun to realize this task in close and
constant intellectual cooperation.

other field
it
Technology is an autonomous discipline which like any is prone to certain grave and specific errors once
presuppositions. Thus, theology was shown to be prone to lapse deliberately from the secret of revelation into absurdity and witch hunting; jurisprudence to
loses sight of its
own
lapse from
its
concern with statute law into legal rationaliza-
95
tion of lawless brutality
its

and
licence;
medicine to lapse from
essential
duty
to heal, to euthanasia
and the
killing
of the
insane.
to
its
Similarly, technology either does or does not live up have heard about inventors who in their old ideals.
We
age were overcome by horror at the realization of tihe evil they had unwittingly and indirectly brought about by their discoveries.
We have heard
about the emptiness of certain lands of
technical work, the arbitrary nature of its goals, the pointlessness of mere competence as such. Yet the foundation of all technical activity
more
is the profoundly informed will to develop man's existence in this world, fully A technical faculty can serve no more than the medical
one as a mere annex to the philosophical faculty.

its
It
has
own independent
Still,
area of existence and

it
its
own
practical
task.
like
medicine
is
pedagogically in the basic sciences

osophical faculty.
grounded intrinsically and which are part of the phil-
The following are the most immediate consequences of the proposed change: as the university absorbs the institute of technology, the need for duplicating physics, chemistry and
mathematics
is
removed. The history of ideas, history of

political science
art,
economics and
would
the philosophic faculty. The needs of part fresh life to the philosophic faculty as a whole. For the
become part of technology would imalso
basic disciplines would more consciously focus on the common horizon of theoretical inquiry. Their teaching would be directed to the common problems of medicine, technology and
is difficult to say how this will manifest itself in the personality of the individual scholar. Quite possibly, teaching will stress the historical development of scientific and
teaching. It
mathematical insights and in this way carry over the unity of the philosophical faculty into the individual sciences.
All told, both university
profit
from
unification.
more
inclusive
and technical institutes stand to university would grow richer, and more modern. Its basic problems would
The
96
THE IBEA OF THE UNIVERSITY

life.
be infused with new
Conversely, the technological world
would become more contemplative as the problem of its meaning becomes a matter of serious concern. Its self-affinnation and its limits, its over-optimism and its tragic disappointments would all be placed in a deeper context.
It is
independence
exceedingly important, however, to recognize the and universality of the technical world as a
modem phenomenon
without drawing the empty conclusion
that a great many other departments are warranted by the same token. In no case can the study of agriculture, forestry,
business administration,
etc.,
equal status with the technological faculty.

ties, Still
be considered as faculties of These are special-
pure and simple, without a truly comprehensive subject. they must not be excluded from the university. The uniis
whatever is teachable provided it disbetween research subjects and auxiliary tinguishes sharply above. Research subjects subjects such as those mentioned cover disciplines whose content and level of achievement
versity
free to teach
merit incorporation into the university itself. The other group of subjects does not merit incorporation, but affiliation only
to the university, at least for the time being. Their teachers and students will work in the atmosphere and framework of
the university without belonging to
it
in the
narrower sense.
university faculty of affiliated subjects (like agriculture, business administration, etc. ) in that he is judged not only on his teaching performance
The
member
differs
from the teacher
but on the merit of his self-directed research. The faculty member engaged in research differs from his technical assistant
in that
he
is
concerned with the basic problems and their

technical assistant limits himself to the collec-
meaning. The
tion of facts, auxiliary work,
and
certain well-defined pre-
liminary objectives. A higher education
number
of jobs.
We
is a prerequisite for an ever-growing have the choice of either ignoring this
need from a misplaced and
unrealistic sense of caste or else of
97
'HUB IDEA
it.
OF THE UNIVERSITY
doing something to help meet
If
we
choose the second path
(carefully and step by step, as is only reasonable) the difficult question arises whether there really is a long run need at the university for isolated "service" skills. We have to decide if
interests are really served by specialized intellectual techniques, a kind of second order manual labor, a mere routine efficiency without a corresponding vision of the
our
common
whole; or if this is pernicious in the long run, even though, for the time being at least, we must learn to put up with it. Does
applicants and to elevate to a higher level each and every branch of human knowledge and technique? Or does it contain an esoteric element, forever intelligible only to a minority?
all
the university embody the aspirations of therefore called upon ultimately to accept
all
men and
is
it
must not allow ourselves to be deceived by the inevitable demands of those who oppose the idea of intellectual hierarchy. Their claims are premature. Equality of intellectual status cannot be decreed. It can only be earned
We
through patient and individual effort and growth. Nor must we be deceived by the dream that all people can achieve the noblest function of humanity. This is a Utopian dream which
not realized simply by assuming that it exists already in fact, no one knows or is capable of knowing to what extent it can be realized. A temporary solution is that the uniis
when,
versity set up schools which are affiliated with but not actually part of the university. The university must maintain its aristocratic principles if it is not to fall prey to a universal low
ering of standards. The actual incorporation of affiliated schools into the university is not a matter of decree. It can
only be accomplished by allowing these schools to grow into intellectual maturity in their own way. If this is done, then the actual incorporation is no more than a formal recognition of
an accomplished
fact.
PART
III
The Requisites for
the
Existence of the University

In considering the idea of the university
we must
consider certain realities which are simultaneously

prerequisites
and
restrictions of that idea.
First, there
are the
human
beings
who come
to-
gether at the university, their attitudes and
abilities.
(Ch.8)
Second, there
is
the power of state and society,

university. (Ch. 9)
whose
will
and needs sustain the
CHAPTER EIGHT: The Human

Factor
All o
university life
depends upon the nature
of the
people participating in it. The character of a given university is determined by the professors appointed to it. Every university is
dependent upon the kind of persons

it
it
if
can
attract.
The
truest idea of the university is all in vain
the people
who
could realize
however,
it
are no longer around. If these people exist, becomes a question of life and death to the univerattract them.
life is
sity to find
and
University
professors.
no
less
dependent on students than on
best professors flounder helplessly at a school where the student body is unfit. Hence, it is all up to the young
The
people who are supposedly entitled to study. They must show themselves worthy of this privilege to the best of their ability. Admission to the university must be determined through
some process
schooling
university
sion
is
of selection.
For admission some preparatory
at the necessarily required; without this, study
would be futile. Further, the person seeking admismust be educable, that is, he must have the capacities, talents and characteristics which can be developed through
study at a university. There is the question as to the kind of student to which
the university addresses itself: outwardly to all, intrinsically to the best only. Its aim is that the best in the growing generation
may be able to develop freely. Yet who will turn
out to be
the ^est** cannot be determined beforehand.
It is difficult,
moreover, deliberately to produce or sponsor a specific type without perhaps slighting the most capable, that is, the most serious group of students, those who are most deeply involved
ideal. For such people study and research are mere drudgery or simply one occupation among many not
with truth as an
101
102
others; rather, the privilege of helping to create new knowledge and serve the cause of truth is to them a matter of the
most
vital and personal concern. defined in terms of a single type.
Thus the
'"best"
cannot be
ety of individuals who being with the objective achievement of truths
They represent a great varihave identified their life and innermost

and
results.
intellectually oriented person is typically committed to the intellectual Me not as a means to something else, some
The
external purpose, or worldly success, but for
its
own
sake.
Thus, he strives within his particular professional situation to realize and perfect a given professional ideal (such as doctor,
teacher, judge, etc.), to infuse each sphere of life with its requisite measure of human integrity and each phase of intellectual work with the clear awareness of its underlying meaning. cies of
When
life
such a
relieved from concern with the immediate exigenman will utilize his leisure in the disciplined
is an end pursuit of problems of intrinsic value. If his very in itself it is so only because it coincides with the fulfillment
Me
of
an objective
intellectual task the
awareness of which im-
parts a deep sense of human satisfaction. Manifestly, the best are selected not so that they can be used as human raw material for
ends unrelated to their
own human
fulfillment,
but so
that their very intellectuality may help them achieve their proper individual humanity as an end in itself.
The problem
variety of
human
of selecting individuals from among a great types falls under three heads: (i) what
aptitudes are desirable? (2) how are they distributed? (3) who is to make the selection?
and
Types of Aptitude
In our experience, people are both very different and very
much
of
alike. Whoever demands equal rights for all is thinking what men have in common. This demand is valid where common ground and equality really exist, as in material exist-
103
ence and its needs. To stress the differences between men means to demand that qualitative difference between men be recognized and respected. To this group belong those who recognize the various aptitudes and desire their most effective employment; who take note of human interests and drives, of the different degrees of commitment to the Me of the mind and of the ability to sacrifice on behalf of this Me.
The
sight.
differences
among people
and
For anyone prepared

time,
are truly extraordinary. to face facts this is an inescapable intests confirm

it.
Practical experience
At the same
possibilities
man
is
a being with unlimited intrinsically
speaking, the individual as a whole can never be classified according to a given talent or character
open
to him.
For
strictly
type.
the whole.
All such attempts illumine only aspects of him, never Three distinctions may conveniently be made.
There are (a) the variables of aptitude: memory, the ability to observe and learn, resistance to fatigue, amenability to
training, sensory equipment, ability to distinguish differences,
the power of concentration, speed, etc. All this is experimentally verifiable and more or less testable. Whole groups of individuals can
be graded so
as to select those best fitted for
certain aptitudes.
(b) Intelligence proper
is
harder to get
at.
Various
techniques have been tried to test ability to see relationships, adaptability, and judgment. But their results are far less re-
Though clearly reliable at times, they can surprise us with apparent evidence to the effect that otherwise unpromising people seem to show considerable intelligence in one speliable.
There is an ambiguity of emphasis on special talent, on the one hand, and general intelligence, on the other, without a final decision in favor of one or the other. Then there are (c) spirituality and the ethos of intellectual commitment those factors which can neither be excific area.
perimentally grasped nor studied empirically with any degree of finality. They are intelligence in the sense of personal com-
THE 10BA OF THE TJNIVBBSITY

mitment, motivation (apart from the pleasure involved in
performance> in succeeding and in out-performing others), devotion to one's work, nobility of mind, tratihfnlness, and enthusiasm for learning. These qualities are always rare even among the examiners who make the actual selection and who
frequently are themselves only poorly
of intellect so defined.
endowed with
the spark
(d) Creativity
given to some work or wasted
It is
is
wholly inaccessible to objective testing.
and may either be developed through hard through disregard. There are numbers of
depraved geniuses who waste their gifts through lack of discipline and good sense. Genius develops only where it is matched by commensurate commitment, will power, application, and craftsmanship. There are highly gifted people who eventually lose everything and degenerate intellectually. So long as the flame of genius is tended it produces basic insights, ideas and forms. It cannot be produced at will,
calculated, bred, deliberately favored in selection or enforced in terms of standards. Unlike talent and aptitude, it cannot be inherited.
and made available to everyday understanding. Our highest is due to respect genius even where it is wasted. It is to
us to perceive real genius, to bring it to light, to make it felt Here is a task we can deliberately undertake: to assimilate the
Metaphysically speaking, genius is an experiment, a conjecture of absolute mind; it is the source of all intellectual change. We live on the insights obtained for us by genius
up
work of genius. However great the difference between genius and ourselves there is an impulse of genius and basic insight in
every person especially in youth* we are concerned with it because somewhere we too are of its kind. There is an absolute difference
only talent
only a
human
is
between genius and everything else which is and good will. Stffl, nobody is entirely a genius,
being with genius. This
fire
burns more or
less
brightly in all people.
degree
so
No man is a god. But the difference in tremendous that we have a qualitative basis for
105
feeling our distance

whether
tween people
is
from genius. The decisive difference bethis demon rules their lives or whether
they are primarily governed ethical order alone.
by a
social,
occupational and
In distinguishing aptitudes, intelligence, spirituality, and concretecreativity, we are prone to the fallacy of misplaced
ness,
by thinking
first
that ability
is
something definitely given.
place, the character traits that appear in terms of aptitude cannot be grasped the way we grasp simple concrete objects, for they are the human factor par excellence
In the
only partially accessible to objective psychological and aptitude techniques. To a very large extent character remain accessible only to the philosopher willing to face the
is
which
transcendental, "encompassing* aspect of man. Psychological of purely aptitude tests are not meaningful beyond the level
no objective criteria which the "encompassing" can be measured or tested. by In the second place, no person is ever entirely in agreement with what his outward appearance indicates. Just as an
external characteristics. There simply are
entire people
group
is
may appear changed displaced by a new human

person
the traditional ruling type of hitherto obscure

if
and subservient standing, so an individual can become an entirely different
when a new environment
of language
and gesture
ality.
fosters hitherto unfamiliar elements of his person-
Any
particular realization of
human
more than fragmentary by comparison

tential;
it is
poa highly selective rearrangement favoring a few
possibilities with a man's full
is
no
specific possibilities.
man is the source of his own decisions. At some point every man makes a decision concerning himself. The phrase "But I'm made that way" is only a device of
In tie third place,
evading one's freedom. There nevertheless
exists a broad inventory of human which cannot be changed and must simply be acqualities cepted. But one cannot be careful enough when pronouncing
106
certain character traits final or postulating that certain talents are biologically inherited. I do not doubt that these exist effect in terms of offering certain possiand exert a
profound
bilities
or excluding them. But we have not succeeded in where they fall within identifying these traits precisely, except
the limits of conventional testing procedures.
One
Judges
of character people altogether too easily. The scientific study and ability is a matter of serious and lofty interest. But in the
last analysis,
we know clearly that we do not know. must leave room for education and precisely why we mands man makes upon himself.
Education
affects
This
is
the de-
made up up from earliest youth brought

have not
their
those people most significantly who minds about themselves. How we are
is
is person's fixed, testable aptitude able possibilities, whose realization always destroys other possibilities. The dominant spirit of a home, an institution, a com-
all-important. Not only a decisive, but also unforesee-
and way of munity, can be recognized through the behavior and speaking which the group adopts, through symbols
standphrases unconsciously acknowledged, through group a group of people by their ards and conventions. To judge
appearances
is
always unfair
if
one does not take into account
the education which has been and continues to be part of their their true potentials, though daily lives. To learn more about
never
all,
one would have to see what would have become of
them under a
different upbringing. The whole courage to educate derives from a trust in such dormant potentialities. Though no man can ever know once and for all who he
is
and what he can do, he must try himself out. Serious personal commitment, verifiable only by one's conscience and not to be delegated to the pressure of outside opinion, must be
one's sole guide. I cannot
know beforehand what
can make
of myself through hard work and resolute commitment. Fichte actually advises against self-examination of one's abilities.
Those able
to enter
a university should think of them-
107
selves as scholars-to-be.

Since one must always strive to live
up to the standards implicit in a given situation, at the univeroneself called upon to do the very best sity one must consider
one can, as a matter not of privilege but of obligation. All told, people are not fixed species which can he made use of or
not like animals.
They
constantly change
possibilities.
and develop be-
cause they are
full of
hidden
The Distribution of Aptitudes and of the Masses

All
societies
the Characteristics
contain differences not
only in material
welfare, but above all and unavoidably best are also the leaders, so that the social hierarchy coincides with the hierarchy of personal excellence and aptitude. This
in rank. Ideally, the
was
Plato's ideal.
Social conditions
would not improve
until
philosophers were statesmen, or statesmen philosophers. This ideal cannot be realized, for everything
completely
human is in flux, and no realization can last for more than a moment There are two reasons for this. Opinions change as
which personal values are the most important ones. Various talents become more or less useful according to the socioand technical world situation. Moreover, logical, economic,
to
every difference of competence is quickly frozen into formal status. For without permanence and continuity, life could not
on. It does not matter greatly if this status is inherited, or passed on from teacher to pupil. Those that follow after
go
the original group of creative leaders tend to become epigones, possessing rather than creating tradition and losing the original spirit.
Tlius, the ideal itself is
exposed to corruption.
to
fill
therefore, rely
on the ablest of any generation
It must, the lead-
ing positions. Sociological differences themselves demand that such a selection take place. Whether it occurs spontaneously or deliberately,
it is
unavoidable in any case.
Many
are
108
the forces that effect this selection.
The goal
of fair distribu-
tion of educational opportunity is achieved only in limited areas of selection. The ideal that every man get his due, learn, and work, according to his natural capacities, is attained not
even by the greatest and happiest of men. Ideally man is infinite, though harnessed to finite conditions. He is human only
to the extent that he acknowledges these conditions. It is up to each man to accept his limitations and to achieve freedom
within them. Limitation
is
a matter of inheritance and abil-
Man lives in a time scheme and cannot do everything at ity. once. He is as limited as his life. His native equipment imhe is aware poses insurmountable limitations. Nonetheless, that he is free. Restriction is a matter also of background and
Yet these very restrictions open up sociological circumstances. new opportunities. Here, too, the person of caliber will refuse the last vestiges of freedom. to
give
up
As he struggles to realize himself, each man insists on this freedom in the face of limitation and coercion everywhere.
When
gather certain facts in order to promote the best pos-
sible selection of persons to receive higher education, I down some of these sociological barriers.
break
Facts in this sense for example are the sociological background of intellectual leaders in a given historical period. Thus one can inquire into the social origin of outstanding
men. Of famous Germans from 1700 to 1860* whose biographical sketch takes up two or more pages in the General German Biography, 83.2 percent came from the upper classes,
while 16.8 percent came from the lower
classes, their families
being manual workers, farmers, or proletarians. Of those who belonged to the lower classes 32.7 percent became artists, 27,8
percent academicians, 14.6 percent ministers. The remaining professions are represented by very small percentages.
Throughout those centuries the margin by which the lower

*
According to Maas, "(Jber die Herkunftsbedingungen der

f.
geisti-
Fiihrer/* Arch.
Sozialwissenschaft, vol. 41.
109
classes
outnumbered the upper classes was tremendous. Gerwas sustained by a few tens of thousands of people as distinct from the remaining millions. It does not, however, follow that the upper classes are more talented by nature. All one may conclude is that the upper classes enjoy a more favorable balance of those educational opportunities which are the condition of supreme achievement. Conversely, however, it would be rash to assume that aptitudes are equally
man
culture
distributed
among
all social classes,
those of opportunity.
If biological qualities
the only differences being can be modified
by
selective breeding, then innate differences of ability between sociological classes with a long unbroken tradition are
entirely conceivable.
Intrinsically,
man
is
not simply TDorn." It
is
not a matter
of indifference into
what family group or

is
class
one
is
born.
His
human
substance
a product of native endowments and
history. Children
generations have kept alive a cultural tradition are intrinsically different from other
from families
who for
children.
The
Thus, people who
neglects of childhood can never be made up. in their youth have come in contact with the
will retain a spark of its vitality for nobility of Hellenic culture the rest of their lives; they will retain a sense of graceful ele-
of spiritual greatgance, a feeling for quality and a perception ness which otherwise they might never have had. Even the
on greatest intellectual creations are in some way dependent the individual's experiences as a child. There is something plebeian about Fichte despite the high flight of his genius and there is in that genius a streak of fanaticism and narrow-mindedness the counterpart of social servility.
Tradition alone must not be the only or even foremost
But truthfulness and justice require that the value of tradition in shaping the individual be rectradition were ognized. In our time irreplaceable treasures of
criterion for selection.
thoughtlessly squandered.
One
all
could hear such misleading
opinions as:
*The past was
glory
and doom. Today
we
are
110

all
concerned with something which

in." All true
can understand and take
and good. Obviously, a given tradition canpart not be presupposed in the case of a person who has no tradition in his
tion.
background and yet must be brought to self-realizahe who will have to be brought to the tradition, even though as an adult he will assimilate it differently than
It is
as a child. Even at its best, "general education" cannot by itself convey man's primary thirst for knowledge. Protracted study, the training of generations, the
he would have done
tradition of a cultivated family, all enter into the process of personal growth. Yet, neither schooling, even if available to
all,
to try a
nor the kind of material comfort which allows a lucky few number of things one after another are decisive by
themselves.
What
matters most
pose and
ditions
is
self-discipline.
informed firmness of purMembership in a family of such trais
no automatic
asset.
It
can be made an asset
if
paired with a corresponding sense of obligation. Privileged social status is no automatic asset either. During the past fifty
years, materialism, the craze to own everything, proud of its price but with no respect for its intrinsic value, has been far
more
in evidence in the
upper
classes.
Gone
is
the traditional
background of so many outstanding men: the Protestant parish house, nobility, and the patrician upbringing. There is no
artificial substitute for
them.
just
Another
mentioned,
of people
this mass,
is
"fact,"
comparable to the sociological factor
the quality of the average person, the great mass
elusive as that quality may be. All selection is from and taken as a whole even a ruling class is such a mass. By an amazing consensus of history, the qualities of any mass have been held in universal low esteem. Most people tend to think of themselves as endowed with more than ordinary gifts and only in times of trouble avail themselves of the excuse that they have no ability in a given direction. As regards intellectual matters, most people vacillate between arrogance and lame excuses. They strive to seem
Ill
make the world from

of
stronger than they really are. Thus they naively seek to rethe ground up, uncritically expecting the
just,
world as a whole to turn

supervising
their
harmonious and happy. Instead

the
strictest
self-
own growth with

their duty, they
discipline,
and doing
run away from both in
obedience to something they call an "idea" and indulge in the profoundly unintelligent raising of uncritical demands. Solidarity of interests exists not only within a given class, but also
and
instinctively among those of average ability. The mass is hostile to excellence. The mass, recognizing its own incompe-
tence,
may
raise
up and
exalt
a leader so as to
effect
a general
leveling
and
just as easily betray
him
again. Instinctively, the
maintains that political equality extends to intelaverage lect and ability. To be sure, there are people who ac-
man
knowledge their own shortcomings and who act accordingly. But precisely this is an indication of greater stature. A person with strong intellectual motivation may be hampered by his imperfect initial equipment, but if he has genuine enthusiasm and willingness to sacrifice he must be allowed to follow his
calling.
The Process of Selection

The
factors which, apart
from any deliberate screening,
inherently and indirectly govern the selection of candidates for university study are extremely complex.
Formerly, "free competition," supposedly favoring the "survival of the fittest" was held to be the best form of selec-
What was overlooked is that any given contest is decided not so much by intellectual when examability and interest as by special aptitudes. Thus,
tion because
it is
the most natural.
inations are the sole criterion, success

will
becomes a matter of
power and
ability to
Thus,
among
adults
who
in their
master the required body of facts. own spare time have suc-
cessfully prepared for university entrance
and have even gone
112

also those
on to doctoral and post-doctoral work, there are
who have never risen above mechanical memorization and who despite encyclopedic knowledge have never felt the
hreath of genuine intellectuality. Having gone out for success alone, they have converted their entire personality into a tool
toward that end.

Moreover, selection may indirectly depend on one's willingness to assimilate the Weltanschauung of a group, membership in which confers status. To achieve status in such a
group, the individual has to conform both inwardly and outwardly. It soon becomes impossible to dissociate oneself from
the role one
is
playing.
Those who most scrupulously conform
to the approved pattern make the best careers. Here, too, specific rather than real intelligence are the decisive aptitudes
factor:
such as a willingness to be regimented, to make con-
show aggressiveness or conciliatory indecision depending upon the group one is trying to please. Both processes of indirect selection illustrate the effects of the presence or absence of rewards set by society on intellectual achievements. So long as intellectual life brings no tangible rewards, social or economic, only those fired by an uncessions, to
compromising determination will turn to it. To the extent* however, that education and scholarship carry privilege, they become popular with the mass of people. Since most people
seek whatever promises privilege and prestige in excess of their actual capacities, social and economic premiums do not
actually favor intellectual achievement, but only
its
external
of
trappings.
The human type preferred by the mechanism
rewards
is
in leisure
one without interest in anything for its own sake, and contemplation, but only in the sterile alternais
and "playing hard/' To such people but a step up and means to an end: to acquire everything the social and economic rewards of success with an appetite
tion of "working hard"
which increases endlessly. The realization that such are the mechanisms of
selection
113
can make anyone a pessimist. Yet, the thought of the mere accident of birth demands that we succeed in selecting and the right land of person for university study. All attracting
too quickly
we assume
that selection
must be according to
that such ability must and can be ability, objectively determined in each individual case, and that selection shall be direct and deliberate rather than indirect and accidental.
and
In any case the truly great individuals cannot be selected
and
identified in
advance through
tests.
is
"We have
the fact that although ordinary talent
to accept measurable, uncomall"
mon
talent
is
difficult to
measure and genius not at
(Grimm). For the sake

counter
to
their
of the truly great, living as they
do
environment, there ought to remain elasticity in our institutions to allow for the enough unpredictable and the risks of radical innovation. Total organization and an inflexible selection machinery would entail standardized performance for set goals and soon lead to paralysis. The life of the mind would vanish. The institution
times
and
would become the absolute and
final arbiter of
everything.
The great men, however, who feel the severity of life more than others since they must constantly fight for an existence that
them the
fits no pre-existent patterns and traditionally makes victims of witch-hunts, are the exception. Selection
as a technique of approximation indispensable for sociological reasons remains a meaningful problem.
Even then we must not forget some way an injustice. We delude

that
that every selection is in ourselves when we think
can avoid such injustice through rational and determined effort. In correcting the injustice done to one party, we unavoidably cause new injustices to other parties.
Since
we
lem of
impossible to reach a final solution in this probselection, we must deliberately retain a sense of the
it is
infinite potentialities of
ment and
human nature. Those whose judgdecision are responsible for the selection must so exercise their responsibility that they neither obstruct the few
114
with outstanding talent nor favor the mediocre and inferior, the ambitious and demanding, or the false and pretentious.
Direct selection can be effected in any of three ways:
(i) through examinations; (2) through personal selection
by
someone of higher rank than the applicant; (3) through election from below by a specified group of people. As for examinations, they are either entrance tests to determine if a person is qualified to study, or they are final examinations to certify that a person has completed a course of from a large group of people a mere study. Supposing that
handful
versity.
is
to
be selected
will
for study at a higher school or uni-
Some people
be fascinated by the idea that psy-
can objectively determine who the chological experiments best are. A technique of determining aptitude in advance of actual training, of predicting a person's true potential, would Yet what can we actually certainly be extremely important. and foremost, potential intelligence; actual intellitest? First within certain limits nothing more; potential
gence only achievement and available
ativity, will
tools,
but not quality of mind, cre-
power, and selflessness. If ever a "selection machine" were to be built whose purpose was to determine an individual's entire future, we should have reached the polar to opposite of freedom and free will, which are indispensable the life of the mind. Man would be trapped in a situation
as heredity itself, except quite as deterministic in its own way that it would be far harder to put up with depending, as it
does, not on a mysterious destiny, but on human beings who very likely are not even properly qualified for their job. Testas a technique supplementing the personal judgment of men of experience is mandatory only if a particular profession requires the type of aptitude that can be tested.
ing
Early selection for admission to higher education is unavoidable, since today such education can be made available
only to a fraction of the whole population. To demand higher education for all persons of ability is to give educational op-
115
portunity to the able among the whole population, not just among a few social strata. It also means refusing to obstruct
genuine ability by overspeciaHzed testing procedures.

entrance requirement is bound to build up inhibion the part of potential applicants, particularly if the intellectual values involved are hard to grasp anyway. It is
Any
tions
more than
ity to
likely that there are aptitudes
which cannot be
tested, that the Hfe of the
move about
freely,
mind thrives on "slack" and the abiland that the more rigidly an instituits
tion
cies.
is
controlled, the greater are
anti-intellectual tenden-
be used
Final examinations, too, like entrance examinations, can for one of two different aims. Either they certify the
attainment of normal proficiency in a given field, all but the incompetent being allowed make-up exams in case of failure,
be used to screen out all but the top students possibly even a previously fixed number (numerus clausus). As for selection by ranking individuals, this is difficult to institutionalize since only few people have the necessary qualifications. Cases in point are the monarch who elects his ador they can
visors,
administrator
who selects his assistants, the university in his professional capacity must discover those best suited for appointment. Actually, personal selection
the teacher
who
is
the surest and justest way, because
lying qualities which escape all however, only in those rare cases
self freely
reaches those deepmeasurement. This is true,

it
of the selection has an inherent desire to serve
where the person in charge and gives him-
and
objectively to the task of deciding about
human
worth and aptitude, without allowing private prejudice to offset his judgment. In most cases, however, alien motivations are allowed to displace this judgment at once most personal
and most
objective.
is
ual choice, there
corporate choice replaces individa tendency toward the mediocre. There
When
have never been more than a gifted few who, having an eye for the true substance in man, were truly qualified to choose.
116

As a
rule, professors
tend to favor their
own
students
and
tend to sidetrack talents and indisciples. They instinctively tellects superior to their own. Conversely, there are a few professors
awareness of this danger fight their and sympathies to the point of lapsing into a preferences kind of partiality in reverse and appoint those whom they do not really want at all. Here again the selection will be poor, even incomprehensible. Finally, and this is probably the most common situation today, the question of need becomes the
who from their very
own
dominant motive of selection. Human beings are evaluated which inevitably only as means to an end. The personal stamp characterizes intellectual existence is pushed aside as "immabut simply in yet not in favor of some higher "matter/' of fitness to fill a spefavor of certain tangible, external criteria
terial,"
cific
need.
hospital
Sometimes, by sheer luck, the indefinable art of selecting the right people is actually practiced. This may occur in a where an atmosphere of mutual trust prevails be-
tween the director, on the one hand, and the chief physician and his staff, on the other. In situations such as these organizations develop a characteristic spirit of their own. The tactless
and the incompetent are quietly dropped. The rest are set the tone. given elbow room. Decency and dependability a combination of good luck and individual authority Thus, by an area has been created where intellectual work of impor-
tance can freely be accomplished. It is easier to achieve this within the framework of a clinic than of an entire university;
within a select group of one's
tire faculty.
own
students than within an en-
Whoever
is
candidates must
date's published
in a position where he must personally select first of all familiarize himself with the candi-
work so as to evaluate its true significance. Secondly, he must evaluate the candidate in personal discussion with him. This is easy where both candidate and examiner think along similar lines. But it becomes difficult and
117
ceases to
where the candidate's cast of mind as yet no common ground of work and shared enthusiasm. It may still be possible to listen from afar through perceptive reason and thus to decide if the can-
cany
conviction
seems strange, and there
is
didate has something valuable to contribute. In any case, the examiner must be open-minded and not lazily confine himself
to familiar standards.
Next to objective
intellectual attain-
to consider every indication of the of the candidate, from physical appearance to personality
ment he would do well

handwriting.
Thirdly, there
ees
is
by
majority vote.
the possibility of selecting new appointEither the students elect their own
faculty members by co-option. While corporate bodies must resort to cooption, there is no such need for the election of professors by
teachers, or the teachers themselves elect
new
a vote on the part of the students. Nothing good can come of a situation where the judges will be elected by the very persons over whom they will sit in examinations. It would al-
ways work out in favor of the "easiest" men. Next, students would subconsciously let their judgment be swayed by such
tic ability, stage presence.
fall for
external characteristics (or lack thereof) as sex-appeal, didacThe great mass of people always
the best showman. There
is,
to
be
sure,
a minority of
perceptive young people with an unerring eye for the teacher's
competence, command of the material, stimulating powers, and even intellectual rank. Instinctively, they recognize what is genuine. Yet, only rarely will young people of their kind
command
the majority necessary in elections. Clearly, then, all three techniques for selection
examina-
tion, personal selection
and
their shortcomings. They liable. They will have to

finality in
by majority vote have are as unavoidable as they are unreelection

their aura of absolute
be stripped of
order to leave room for the unusual person. Examinations will, of course, remain indispensable as certifications of competence. Yet, the university is interested in
118
tional opportunities
examinations only to the extent that they increase the educaopen to intellectually active people. This
interest is only indirectly served
by improving the
quality
By ceaselessly improving examinations and them more meaningful intellectually, we can improve making of selection. imperceptibly the institutional procedures
of examinations.
Only the average student benefits from a long series of examinations pacing his course of study. Independent minds will always prefer a single examination at the end of a long
period of free study. Their cause
sity requires
all its
is
benefited
if
the univerself-reliant.
students to
be independent and
Only these students are mature: they need no master because themselves they have taken themselves in hand. They expose to doctrines, viewpoints, surveys, facts, good counsel, only in order to examine and decide for themselves. The university
not the place to look for step-by-step guidance. Real students have initiative; they can set their own problems. They can work intellectually and know the meaning of work. They
is
are individuals
who deepen
their individuality through
com-
munication. They are not the people as a whole, not the avernumerous individuals who risk being age, not the mass, but
themselves.
This
is
at
represents an unattainable ideal and
once reality and necessary fiction. It at the same time a chal-
lenge to live up to one's highest aspirations. examination. University study is terminated by the single
Its
nature
is
supremely important. Basically,
it is
place: freedom. part of the students through the exercise of their The university would cease being a university if a properly a fixed curricqualified student body were shepherded through
to confirm
what has already taken
self-selection
only meant on the
The very nasubject to periodic control by examinations. that the individual ture of the university demands, instead,
ulum
at the
choices throughout his entire course of study acknowledged risk of ending up with nothing. Hence, our most serious and ultimately insoluble problem is how to
exercise his
own
119
create an intellectual and institutional climate at the university favorable to such independence. First and foremost, there is the task of improving the final examinations. They must be sim-
and broadened at the same time: simplified by limiting the fields covered and by reducing their number, broadened by calling upon the entire intellectual energy, judgment and
plified
ability of the candidate.
The examinations must proceed from a
real assessment of
the student's conduct and achievement in seminars and other
forms of group work. Mere evidence of industry and grades are unimportant. There must be tangible proof of achievement. Good written work ought also be submitted and should
also
be taken into account.

In the examination
itself
attention
must be paid, not only
to factual knowledge, but to the candidate's conduct, his approach to a given problem, the type of methods he uses, his
to write ability to see things, his ability
and speak
in a
manner
appropriate to the subject matter at hand.
Requirements may change in accordance with the number of applicants and the demands of certain professions. If a high general level of achievement is reached, the standards of selection are bound to be correspondingly high. In every
case, the candidate
fail to
must remain aware that he may,
after
all,
dependent upon be abandoned. Care must be encyclopedic knowledge must that the examiner's teaching habits do not subject the taken
candidate's freedom of study to their pet schemes,
pass in the end. As to their subject, the examinations ought to be largely the candidate's own choice. The fiction of
making
success in the examination dependent upon familiarity with and seminars given by the examiners. specific lectures
Through mutual exchange of experiences and viewpoints universities must consciously develop and improve their exskill counts amining techniques. Even though the examiner's
for most, systematic
improvement
is possible.
The psychology
120
and philosophy
professions.
of education must keep us in touch with the both of talent and training necessary for the learned qualities
as possible.
and grades must be given as rarely The more numerous they become, the less responsibly can they be administered. If they are few in number, they can be administered with seriousness and with thoroughness. The busy routine of tests and marks combined with
Finally, examinations
excessive factual coverage comes to nothing because this kind of examination has ceased to be truly selective. Despite their routine character they place an undue burden on the professor's
time and lower the general level of the intellectual
life.
CHAPTER NINE:
Society
The
politic.
State
and
university exists through the
Its existence is
It
can only
live
good graces of the body on political considerations. dependent where and as the state desires. The state
makes the
university's existence possible
and protects
it.
The University as a State within

The
that
the State
university owes its existence to society, which desires somewhere within its confines pure, independent, unbiased research be carried on. Society wants the university
because
within
it
feels that the

its
pure service of truth somewhere

interests.
its
orbit serves
own
No
state intolerant of
any
restriction
pure
exist.
power for fear of the consequences of a search for truth, will ever allow a genuine university to
its
on
Having exempted the university from interference by its own power, the state respects the university and protects it
against all other forms of interference. The university is meant to function as the intellectual conscience of an era. It
of persons who do not have to bear responsifor current politics, precisely because they alone bear bility unlimited responsibility for the development of truth. Though
is
to
be a group
the university as a place necessarily permeated with a sense of reality. Knowledge, not action, is its Irak with reality. Value judgments and practical action are suspended in favor of the ideal
affairs,
outside the world of practical

is
of research
of pure truth.
A life away from the arena of practical affairs

ful only if sustained
ing.
121
It is
is meaninga passion for learning and understandby an inward form of activity; a series of triumphant
122
acts of self-discipline.

Yet the academic
life,
once entered
ever prone to its own set of corruptions, which threaten to muddy the pure atmosphere of intellectual activof value judgments may degenerate into mere ity. Suspension
upon,
is
neutralist
indifference;
suspension of practical action, into
laziness; intellectual caution, into neurotic fear of
any chal-
lenge to enfeebled energies.
Changes in
the University in
a Changing World
with legal and material Society provides the university as a center carrying on basic function support so that it may research for the benefit of all and affording people studying
for the professions an intellectual climate as well as practical
training.
Thus, the university
is
continuously serving the
needs of state and society, and bound to change as society and

the professions change. later During the Middle Ages, it had to train the clergy, on the higher government officials, the doctors and the teachers.
Until the seventeenth century, knowledge of God, theol-
ogy and philosophy had been the all-important subjects. Since then, however, the growing influence of technology has inThe most recent creasingly called for specialized training.
and
has sociologically inevitable stage

to university study.
been the admission of

years, the
women
ily
Over the past fifty
num-
ber of occupations requiring university study has been stead-
The corresponding increase in university attendance, a factor beyond the control of all concerned, has all members brought about a change in attitude on the part of
increasing.
of
the
university,
and particularly
in
the
relations
be-
tween teacher and student. Steady growth of enrollment has changed the nature and function of the university imperceptibly during the period
World War
from the nineteenth century to the First and more so ever since. To meet this new call for
123
mass education, the university has been forced to adopt the methods and procedures of the high school.
Yet society affects the whole spirit of the university not only indirectly but directly and deliberately through political
means.
This type of influence has changed drastically from
Unfortunately, Humboldt's advice to governments never to think of themselves as indispensable has gone unheeded except for a few rare and notable
historical period to the next.
one
moments
beliefs.
in the joint history of university
and
state.
State in-
terference has always
meant favoritism
for particular sets of
This has been true of monarchies and to a lesser de-
gree also of parliamentary types of government; under radical regimes and dictatorships such interference tends to the point
of outright violence. Influences both political
university.
and
sociological transform the
Yet behind
its
many changing forms looms
the
timeless ideal of intellectual insight which is supposed to be realized here, yet which is in permanent danger of being lost.
The
historical conflict
between
this philosophical
is
impulse and
alternate pe-
society's
ever-changing demands
marked by
riods of fruitful cooperation, each in its own way unique, and periods in which the philosophical ideal suffers utter defeat.
Hence the
vitality.
is
alternation of periods of sterility with periods of One way in which the university itself can lose out
by
cation
excessive concessions to outside pressures for mass eduand by lowering its standards to the high school level.
The
public influence enjoyed
by the
university has
been
simi-
larly subject to fluctuations.
The Meaning
of
Government Supervision
official charter,
the university runs itself, yet is simultaneously responsible to the state that charters and protects it. Legally, therefore, it has a dual status full
As a corporation with
124
of
ambiguity and even tension. While the university can never become "a state within a state" in the full sense of the word, the converse, its degradation to the rank of a pubHc institution
bereft of all individuality,
is
quite conceivable.
As a matter
of fact, the relations
between
state
and uni-
versity are almost always tense, often marked by open conflict. The state has easily the upper hand over the university and
can in fact destroy
it.
For without the
must must come from the mind and manifested by the university which must compel the spirit public mind to clarify its thinking and discern its proper objectives. It must eschew clever political maneuverings as not only inappropriate but fatal to its integrity. It must frankly and openly show what it stands for. It controls the state through the power of truth, not of force. The outcome of this intellectual conflict will, then, be the cooperation of state and university, not the destruction of the weaker by the stronger party always assuming, of course, that the state does want to help rehelpless. Hence, all conflict lectual plane. The initiative
alize the idea of the university.
If it
state the university is confine itself to the intel-
does not, the university
has no choice but to keep alive its ideal in secret, to refrain from all public activity and await the eventual fall of the presits
ent regime. Even so, the university is lost if official hostility to ideal should persist over a long of time. period Assuming the cooperation of state and university, let us
look at some concrete examples of what state supervision inFirst of all, the state will implement its concern for the independence of universities by certain levolves.
acknowledging
gally binding forms of that independence. The university as a corporate entity must be certain that it is independent. Thus, the professor is not primarily a civil servant but a member of
a closed corporation. The

to obey, as a judge
is
civil
servant merely carries out the
political decisions of higher
authorities.
He
is
duty-bound
only apply.
to existing laws which he may His virtue consists in carrying out instructions
bound
125
to the letter.
By
contrast, the professor's essential
work
is
of
Ms own
choosing.
He
own
is
duty-bound
to
research activity he poses himself without any outside interferinitial problem ence. He makes his decisions on the basis of criteria immasponsibility for his
assume personal reall the way from the
nent in his work, which elude outside prediction, instant verification and final judgment. The professor must, first and foremost, think of himself as a research worker and teacher, not
as
member of a corporation or as a civil servant. The state merely functions as the ubiquitous
overseer of
the university's corporate independence. The university, in turn, freely acknowledges this function, neither secretly rejectevil ing the underwriter of its independence as a necessary nor obediently bowing to every whim of the state. It conas this does not fidently accepts state supervision so long conflict with the cause of truth. Loss of this confidence spells
disaster.
For
if
versity against
itself.
state supervision may at times protect the uniacts harmful to the true ideal of the university
make improper demands upon has the duty to speak up and the university, the university it bases its dearly state the intellectual principles on which of its ideal on the part objections. For it is this formulation
And
the state should
of the university which enables the state to so to speak, its own mind and act accordingly.
in turn, achieves self-knowledge only as
tivity.
it
come to know, The university,

achieves objec-
task of overseeing the university carries with it grave state. Any man so charged ought, I responsibilities for the above all with a sense of intellectual think, be
The
equipped
the intellectually creative people quality and an attitude toward entrusted to his care comparable to that of a horticultural ex-
He must subordinate all considpert toward precious plants. erations to the task of discovering and cultivating the kind of
intellectual vitality
which can only be recognized and cultivated but cannot be "made," and must be ever ready to com-
126
THE IDEA OF THE XJNIYERSITY

all
bat
opposite tendencies.
In
all
matters of intellectual
culture, inseparable as they are from personality, the overseer's great power
undermine the moral

times
when
glory such
integrity of universities gained in the visible accessories of as institutes and endowments what they lost in pro-
and be used to must never have been professors. There

character
human
When approached with contempt, treated with disrespect, maneuvered into situations which virtually
fessional integrity.
to academic politics in impose unethical conduct, and exposed like the rest of mankind, will the most literal sense, professors, the worst expectations. eventually respond in conformity with
Administrators are always tempted to place exclusive

sis
emphathey are
on mere externals and immediately
visible results;
tempted by the feel of power, by the craving for recognition and gratitude. Professors, on the other hand, incline to flattery
and
ahead. docility in order to get
Ideally, discussions
between administrator and professor are frank and on a are bound to high level of moral integrity. Disappointments
occur frequently. But the spirit of an administration is judged by its aims and expectations, not only by its instances
of disappointment.
In character and attitude the overseer or trustee of a unithat of a professor. versity needs a different endowment than
face present realities with detachment and objectivindividual personalities. He must without vanity, yet respect that he has contributed ity derive satisfaction from knowing to the flowering of a world not of his own making, but under
He must
and dependent on that care. He has to try to evaluate the quality of intellectual life on behalf of which he must make
his care
financial decisions to the best of his ability.
All this requires
a high and sovereign detachment. In general, professors cannot fulfill this particular requirement. Working in particular fields and therefore easily partisan, they are intellectually
committed to special interests and therefore are not sufficiently detached. There are exceptions, of course. But since
127
the tasks and necessary talents of administrator and professor differ as they do, one does well not to allow former professors to act as overseers and trustees over other professors.
and People with legal training, administrators by training

choice, are preferable.
Were
professors ever to Indicate that
this they wanted only professors in administrative posts, would have to be strenuously opposed. At the very least, the overseer who lives in the same place as the university of which he is responsible ought never to be allowed to lecture. His
work must be confined

ministrator.
to the wholly separate sphere of ad-
The purpose
sity
of state supervision
Is
precisely to prevent
those corruptions to
which a completely independent univerwould be exposed. Fear of outside competition and of
excellence tends to turn self-administrative bodies into

in safeguarding their nopolistic cliques interested
rity.
mothen
own mediocwill
Inevitably, the promotion
and hiring pattern
reflect a
of standgradual and almost imperceptible lowering
ards.
The system of co-option by itself will fail to produce ever better men and will instead favor a mediocre common
denominator.
However,
if
and when
political interests interfere directly
with university life, then state administration becomes a threat to the university. It is incompatible with the idea of the unidirect services from versity that the state demand any more
the university than to supply professionally trained people. Hence, it is disastrous if the state demands something which
state inonly serves the purpose of political propaganda. Any terference with teaching cannot help violating the Idea of the
university.
This danger remains even
when
the state must in-
terfere to take disciplinary action against university abusing their position for overt political ends.
members
it
The
like.
state has
a direct stake in education since

engineers, chemists,
left to
civil servants, doctors, ministers,
wants and the

this
But
it
must be
the university to decide
how
128
training
is

be accomplished to get the best possible results. must confine itself to a purely supervisory capacity.
to
The
state
must conform
Thus, while on continental Europe doctoral examinations to state-set standards, they, at the same time,
are administered solely by the universities. The state cannot interfere with their intellectual content except to the extent of
enforcing the standard, whose maintenance idea of the university itself.
is
required
by the
The Principle of an
Intellectual Aristocracy
"But democracy
possibility,
In 1930, the American Abraham Flexner wrote as follows: is a social and political, not an intellectual
fact that to the aristocracy of intellect every individual should be eligible on the basis of ability with* out regard to any other consideration whatsoever."
beyond the
problems are involved here. First there is the principle of intellectual aristocracy itself, on which is based the
hierarchical structure within the university. Secondly, there is the toleration by democratic society as a whole of that minority
Two
which
this principle involves.

It
The second problem

to a
is
the
one stressed by Flexner.

tics.
comes down
problem
of poli-
cal sense.
Intellectual aristocracy is not aristocracy in the sociologiEveryone born into the intellectual aristocracy
aris-
should be given a chance to attend the university. This tocracy has a freedom that is self-achieved and includes
of noble birth, workers, the rich
men
and the poor. But it
is
always
rare
and confined
to a few,
a minority.
uals
been hostile to privileged individand minority groups. Their hatred for the rich, for the gifted, and for a cultural tradition, is always great. Most of
Majorities have always
*
Universities:
American, English, German
(New
York:
Oxford
University Press, 1930), p. 338.
129
all,

however, they hate anyone basically different from them-
selves,
will for
anyone moved by that genuine and uncompromising knowledge which the great majority never experience,
yet feel compelled to acknowledge as a noble challenge.
The
incompetent cannot rise to meet this challenge because of a deep-seated failure of will. By contrast, people with a calling
for the highest will love
and quietly revere those
and
spirit
and
translate this love into increased
of noble mind demands upon
themselves.
Hence, whenever majorities are
politically
decisive,
dual process of selection is continuously at work On the one hand, people instinctively reject those with an original and
uncompromising
men are for men

ity.
intellect Secretly everyone agrees that great a public catastrophe even though officially the call is
of caliber.
What people want
is
men
of normal abil-
just
Men of below average ability, on the as men of outstanding talents are
other hand, lose out

quietly sidetracked
little acts of the majority. How, then, that social groups ruled by the majority do in fact explain support minorities committed to the search for knowledge in
through the countless
The Middle Ages believed in the delegation of functions so that the philosopher in contemplating corporate God was active on behalf and in representation of the great mass of people, who were fulfilling different corporate functheir midst?
tions.
of our time probably no longer believe in this delegation of corporate functions. Today, they might jusand scholarship by claiming that tify the existence of science
The masses
because "science
a good thing** (a belief which certainly underlies the whole popular cult of "science") it must have an
is
assigned place in society where it can work freely and take chances without the constant pressure for useful results. The
problem remains, even

to restrain
tion
its
if
society believes in this firmly
enough
otherwise irresistible momentum toward assimila-
and
collectivization,
whether
this leviathan will itself
130

Will
and science. agree to respect the place of scholarship

society agree to reserve a place for an understanding its comprehension, yet of potential future utility?
beyond
The Search for Truth and

Politics has
Its Relation to Politics
a place at the university, not as actual strug-
as an object of research. Where political struggles ingle, but vade the university, it is the idea of the university itself which suffers. Since the existence and external form of the university
are dependent upon political decisions and good will, there is no room within the confines of the university, free from state
interference
by
state consent, for political conflict
and propa-
for truth. ganda, only for the quest This means that the university requires absolute freedom of teaching. The state guarantees the university the right to
carry on research and teaching uncontrolled by party politics or by any compulsion through political, philosophical, or religious ideologies.
Academic freedom extends not only to research and and research need thought but also to teaching. For thought the challenge and the communication which teaching affords and which in turn depends on the freedom of scholars and sciworld over to speak and write as they please. The determined to grant groups of scholars and scientists the facilities for the kind of long-term mutual exchange which they require for a balanced view of their subjects. In the study
entists the
state is
of man's nature, mind, and history, even the most extreme intellectual possibilities are to be explored to the fullest not only
in the
form of
casual,
random and quickly forgotten
intuitions,
but in the disciplined continuity of major intellectual productions. Only thus can we preserve in ages of intellectual barbarism those elements of knowledge and culture which can again
become an
times.
in happier inspiration to broader masses of people
131
Academic freedom proves its value wherever there are people who have merged their personal with their intellectual existence. They become the representative minds of an epoch
when their very awareness of historical forces frees them from the obvious and trivial kinds of dependence upon their time.
All
tion.
men
are potentially capable of meditation and refleccalling
But only a very few have the

its
for intellectual
work
in all
all
complexity. This minority includes the members of professions requiring university study. It is the only group
which can respond intelligently and critically to the advancement of learning. Though the search for truth does not produce benefits of immediate tangible use to the public at large,
the public
itself
wants
this search to
continue as a free, long
range proposition, on behalf of the nation as a whole.
Not every
ing academic freedom.

truth.
state is interested in truth to the point of grantNo state anxious to conceal a basic
criminality of principle and action can possibly It is bound to be hostile to the university,
it
want the
pretending
friendliness only the better to destroy
Academic freedom means

teacher to do research in their
fit.
eventually. the freedom of student
and
own way and
teach as they see
As for actual subject matter, that the state leaves up to each individual. This defines the very freedom which it guarantees
against
all
interference, including its own. Academic freedom resembles religious freedom to the extent that each of these
freedoms
is
is
so guaranteed
guaranteed not only against state interference but by the state itself.
Academic freedom can survive only if the scholars invoking it remain aware of its meaning. It does not mean the right to say what one pleases. Truth is much too difficult and great a task that it should be mistaken for the passionate exchange of half-truths spoken in the heat of the moment. It exists only where scholarly ends and a commitment to truth are involved.
Practical objectives, educational bias, or political have no right to invoke academic freedom.
propaganda
132

Academic freedom and
constitutional
freedom of speech
For it is quite cononly superficially resemble one another. ceivable that academic freedom may continue even after the constitutional freedom of speech has been abolished.
freeFaculty members cannot invoke their constitutional dom of speech except as private citizens. They cannot expect the university with which they are professionally affiliated to
coine out in their support when they speak as private citizens. to They are entitled to this protection only in matters relating
professional publication,
litical
but not in connection with casual po-
remarks,
opinions,
entitle
freedom does not

citizens.
It
them
or newspaper articles. Academic to special privilege over other
means the professional freedom from all obligations other than intellectual thoroughness, method and system. It does not entitle one to irresponsible pronouncements on public affairs. On the contrary, it obliges one not to cloak in a false air of authority, to be such casual
pronouncements doubly careful about making them in the first place. There is, of course, a long-standing tradition of professo-
rial intervention in politics.
Instances to the contrary are rare
Most of it is not very glorious. and atypical The seven fa-
in 1837 for political disprofessors dismissed sent left their posts not because they dissented politically, but because they felt unable to reconcile their religious convictions
mous Gottingen
tion.
with the breaking of the oath they had taken to the constituMax Weber was the only and inimitable exception to the rule. His political statements were themselves part of his
intellectual achievement.
Democratic contemporaries labeled
them "high brow" and written above the heads of his audience. As for Socrates, never once during the twenty-seven years of war with Sparta did he take sides in the hotly debated issues
of the
day except
after the battle of the Arginusae,
when he
among the group blocking the unconstitutional vote to execute the generals refused to sacrifice ethical principle to
alone
133
in. With this single exception, Socrates spent his life probing his fellow citizens with questions
popular pressure and give
aimed at their most basic motivations and so made himself more disquieting to them than the worst demagogue.
expert knowledge is involved in contemporary isscholars and scientists have the right to make pronouncesues, ments. They can apply their knowledge through the medium
constitutional opinions. They can systematically apply their knowledge to any contemporary problem which in the eyes of state and society appears im-
Where
of medical, technical
and
portant The form in which they
make
their contribution felt is
through rational argument rather than personal intervention. Their task is to restate the evidence and to provide a clear picture of the total situation.
They are
free to volunteer this in-
formation even though normally they ought to speak out only in reply to direct inquiry. In practice, however, every answer
to
contemporary problems
critical
tive considerations.
No
be biased by nonobjecquestions are apt to be loaded. scholar should ever forget how close he is, when
is
likely to
The very
faced with questions put to him by the public, to the position of the priest in HebbeTs play, who is told by Holophernes to
find reasons for a decision already
made.
Academic freedom is not a piece of property to be owned and enjoyed once and for all. The very economic dependence
implicit in salaried status harbors a latent threat to the professor's moral integrity. Inevitably, professors tend to support
the social conditions which favor
them and give them
status;
to recognize the existing state of affairs and to serve the current government with their spoken and written word. The
publicly appointed professor has come in for more than his due share of distrust, ever since Schopenhauer leveled his gro-
tesquely exaggerated charges against state-salaried philosophy professors. Such mistrust is justified only when it takes the
form of
self-criticism. It is
no accident that ever
since Socrates
134
quite a
few philosophers have thought it important to remain refuse reimbursement in any form entirely independent and
whatsoever.
The University and

Greek
Western
the
Nation
in origin, the idea of the university is part of the

institution the university belongs
tradition.
As a publicly endowed
to the state; as a privately
endowed institution it is certainly of a given national scene. In either case, it is the exprespart sion of a whole people. Seeking truth and the improvement of mankind, the university aims to stand for man's humanity par
excellence.
often
Humanttas is part of its very fiber, no matter how and how deeply that term has changed its meaning.
part of a nation, it has its beyond nationhood. Differences
is
Thus, while every university
and sights set on goals above in this respect, at least, aside,

church.
it is
akin to the idea of the
in the conuniversity proper must not take sides as human beings its memflict between nations, even though bers have each their national allegiance. Members of the uni-
The
deans or the president himself, abuse versity, whether faculty, their position if they should choose to hold political rallies in favor of either a particular party or of the country as a whole.
They
serve their nation
and
all
mankind
solely
through the
medium of intellectual creativity. The idea of the university suffers when abused for extraneous ends. Nationalism, like
of research but cannot everything else, forms a legitimate topic provide the basic direction of the university itself.
We have come to the end.

define the nature of science
it,
Beginning with the attempt to
we were
The
and the intellectual life sustaining led to examine the university as an institution. raised could obvariety of issues which had to be
135
which
scure the one all-important issue: the ideal of the university is the very lifeblood of higher education. This ideal
cannot be reduced to a few simple statements but had to be brought out indirectly. May we grow ever more aware of its
real meaning, and may it serve as a standard guiding our judgment of all aspects of university life. No one who does not feel its validity can be made to see it Since discussion is fruitless
is
except where there put familiar facts in a
is common new light.
ground,
all
we have done
are deeply committed to this ideal which has given meaning to our life; yet we lack the necessary strength to know that speak of it with the enthusiasm it deserves.
We
We
truth, striving live or perish
all
around us to be seen and recognized, will
with our ability to realize the ideal of the uni-
versity in
its
ever-changing forms.
About
the author:
is
Professor Karl Jaspers
equally out-
standing as an authority on philosophy,

psychiatry, and literature. He is known throughout the academic world as an
exponent of Existentialism, and
as
one of
the greatest figures in German university life, who refused to support Hitler and
continued to stand by his refusal inside
Germany throughout
the
After the defeat of Hitler,
Nazi reign. Jaspers was one

face
who forced German academicians to
the inescapable responsibility for their own share of guilt in bowing to Hitler.
At
present he
at the
Professor of Philosophy University of Basel, Switzerland.

is
Is
His numerous writings include Tragedy Not Enough, published by the Beacon
Press as an earlier
volume
in this Seeds-of-
Thought
series.
34 706

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378.

01 J39i 59-09015 Jaspers The idea of the -university

378.01 J39i 59-O9015 Jaspers $3*75 The idea of the university

CITY, MO. PUBLIC LIBRARY

THE IDEA OF THE UNIVERSITY

A Richer Truth, by Philipp Frank, with a fore-

word by Albert Einstein

Not Enough, by Karl Jaspers

German History: Some New German Views, Hans Kohn

State Versus Socrates, edited with

The Driving Power

by Karl W. Deutsch (with H.

THE IDEA OF THE UNIVERSITY

Preface by Robert Ulich

Translated by H. A. T. Reiche and H. F. Vanderschmidt

1959 by the Beacon Press

This book was previously published in

German under the

Die Idee der

President of Heidelberg University

and in charge of its reconstruction

Equally outstanding as an authority on philosophy, psychiatry,

perhaps best known as an exponent of

at the University of Heidel-

berg from 1921 until his suspension by the Nazis in 1937.

reinstated in 1945 as University President

ary Senator of the University in 1946. Since 1948 he has been

other works are: Psychologie der Weltan-

schauungen (1919); Die geistige Situation der Zeit (1931)

(1938); Die Schuldfrage: ein Beitrag zur deutschen Frage

Der Philosophische Glaube (1948)

der Wahrheit (1947)

work has been

Preface by Robert Ulich: ence and Education

Science as Utilitarian versus Science as an

The Basic Assumptions

Needs Direction, 20 Science as the Presupposition of Truth23 Science and Philosophy, 25

PAUT n: The Objectives of the University

Education as Formation of the Mind, 48

Failure of the Institution to Live

to the Idea of the

for the Existence of the Uni-

Types of Aptitude, 102

the Characteristics of the Masses, 107 tion, 111

Distribution of Aptitudes and The Process of Selec-

honor of the German universities in one of the most

people. But he collapse of the

nightmare empire of the Nazis to

the tradition of the Western World.

In so doing, he showed in a brief sample the continuing

THE IDEA OF THE UNIVERSITY

make higher education

people capable to benefit

available ultimately to all of our it. But in moving toward this

these essentials are.

men and full-time teachers

at the level of the university

THE IDEA OF THE UNIVERSITY

communication, and hence that into