Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
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Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
Cultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityollegeTo appear in J. Trajtelova & M. Zvarik (Eds.) The Idea of University and Phenomenology of Education, The Yearbook on History and Interpretation of Phenomenology 2017, Vol. 5: EPIMELEIA TẺS PSYCHỄS. Peter Lang AG.Cultivating Knowledge for Good2AbstractThe contemporary academy is suffering from Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanitya crisis in meaning. Its humanistic core has given way to disciplinary specialization. Scholars pursue their agendas within local specializations, oftRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
en unware of outside scholarship that has deep implications for their work. Disciplines prepare career-minded students for individual professions or fCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityn has many sources, one involves the longstanding science-humanities antinomy. From within this schism, the sciences produce reliable, useful and objective knowledge, while the humanities produce speculative, inconsistent and subjective belief. This divide, however, is based on a false premise, name Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityly the objective-subjective dichotomy itself. Drawing upon Husserl's concept of intersubjectivity within a shared lifeworld, I argue that the sciencesRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
and humanities share a common intersubjective basis. Neither alone can address the crisis of meaning that infects academy and society alike. Given thCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityedge for the good of humanity. This "idea" acknowledges the complementarity of disciplines in advancing a common objective - one that incorporates descriptive and axiological dimensions of scholarly and social life.Keywords: Self-Cultivation, Intersubjectivity, Science-Humanities Antinomy, Higher Ed Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityucation,Fact-Value Distinction, Subjectivity, ObjectivityCultivating Knowledge for Good3Rekindling the Humanistic Soul of the Academy: Pursuing KnowleRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
dge for the Good of HumanityThe university exists only to the extent that it is institutionalized. The idea becomes concrete in the institution. The eCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityations no longer embody ideas? - Jurgen HabermasThe contemporary academy is a fractionated one. The 19th century ideal of unified knowledge has been superseded by the autonomy of individual disciplines. Scholars pursue research agendas within particular specializations, often unware of outside advan Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityces that have important implications for their work. Disciplines prepare career-minded students for individual professions or for more specialized eduRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
cation in local disciplines. Beyond the academic major, general education curricula are typical organized around the distribution model: students seleCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityent or integrated body of knowledge and skills.There is arguably no unifying set of unifying ideals that structure the 21st century academy. The fractionation of the academy has many sources. One involves the longstanding science-humanities antinomy.'* It its contemporary incarnation, this consists Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityof the opposition of1 Karl Jaspers. The Idea of the University. (Boston: Beacon Press. 1959), 83.ilurgen Habermas, "The Idea of the University: LearniRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
ng Processes". New German Critique. 41 (1987): 4.1 Steven Brint, Kristopher Proctor, Scott Patrick Murphy, Lori Turk-Bicakci, and Robert A. Hanneman."Cultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityp. Snow, The Two Cultures and the Scientific Revolution. (Cambridge, UK: Cambridge, 1961).Cultivating Knowledge for Good4"objective" scientific knowledge with the "subjective" knowledge of the humanities. The desire for scientific and technological advancement, coupled with pressure to prepare stude Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanitynts for professions, has marginalized humanities in the academy.5 This marginalization, however, comes at a price. The humanities are the primary meanRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
s by which we prompt reflection on the values that structure private and public life. Their marginalization creates a crisis of meaning.Persons are syCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanitys are cultivated over time through our relationships with others. Without the capacity to reflect upon the systems of meaning and value that we use to construct ourselves and our lives, the everyday life becomes an unexamined one. Without a set of humanistic ideals, the academy becomes an institutio Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityn without a soul. It underserves its students, its faculties and the society of which it is a part. As a result, there is a need to revitalize the humRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
anistic mission of the academy around the integrative goal of promoting human flourishing and knowledge for good.8In this paper, I offer three argumenCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityssic and contemporary phenomenological frameworks.9 I argue that while the sciences5Martha Nussbaum. "Political Soul-Making and the Imminent Demise of Liberal Education." Journal ofSocial Philosophy 37 (2006): 301-313.6Michael F. Mascolo and Catherine Raeff. "Understanding personhood: Can we get the Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityre from here?"New Ideas in Psychology, 44 (2017): 49-53.7Charles Taylor, Sources of the Self. (Cambridge, MA: Harvard, 1989).a Alasdair MacIntyre, "PhRekindling the humanistic soul of the academy pursuing knowledge for the good of humanity
ilosophical Education against Contemporary Culture." Proceedings of the American Catholic Philosophical Association 87 (2013): 43-56; Martha Nussbaum,Cultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack Co Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityept of Krisis in Husserl's The Crisis of the European Sciences and Transcendental Phenomenology" Husserl Studies, 2017; Edmund Husserl, The Crisis of European Sciences and Transcendental Phenomenology. (Translated by David Carr, Evanston: Rekindling the humanistic soul of the academy pursuing knowledge for the good of humanityCultivating Knowledge for Good1Rekindling the Humanistic Soul of the Academy:Pursuing Knowledge for the Good of HumanityMichael F. MascoloMerrimack CoGọi ngay
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