Abstract
This chapter treats the emotional aspects of the university. In its first part, it focuses on the fact that we academics have paid insufficient attention to these aspects in our atempts to systematic reflection over the institution we inhabit. This inadequacy has negatively affected both our own self-conceptions and the public understanding of what we do, and thereby it has has harmed the university’s ability to be a genuinely thinking institution. After briefly sketching the limitations of our own time’s reflections on the university, the chapter proceeds with an attempt to a constructive contribution. This discussion is presented in parts two and three. Here the account returns to the history of ideas and to a concept that played a decisive role during the establishment of the modern research university, beginning in the German countries around 1800: Bildung (self-formation or self-cultivation). In its reactivating of historical texts about Bildung the chapter focuses mainly on the way in which the concept combines emotional and intellectual dimensions of research and education. This combination is often passed over in silence when Bildung is mobilized in today’s debate.
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Karlsohn, T. (2018). Bildung, Emotion and Thought. In: Bengtsen, S., Barnett, R. (eds) The Thinking University. Debating Higher Education: Philosophical Perspectives, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-77667-5_8
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