An Invitation of Liberal Learning: Michael Oakeshott’s Concept of a University and Its Educational Intimations
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The purpose of this article is to clarify the crises and their formative reasons of modern university education that stem from mankind’s failure to properly understand the meaning of the existance of a university and its functions in a free society by reviewing Oakeshott’s concept of a university. An Oakeshottian solution to these crises consists of two aspects: one is to reexamine the nature of a university, and the other is to redefine its function and role in higher education. Firstly, the unique nature of a university is that it teaches students how to be a human being by examining and reflecting on their living circumstances. Human beings live in a world of meaning, and learning to understand and express these meanings is a necessary condition for being a man. Secondly, the university can be recognized as a place of conversation where freedom and imagination become the subject of students’ self-examination. Students in a conversation of this kind learn to recognize various voices, to identify their different modes of expression, and to develop the intellectual and moral habits that are suitable for this sort of conversational relationship. Thirdly, we points out the different roles that a university plays in the world of business and the world of liberal learning respectively by analyzing the relationship between university and society. Universities can neither rely too much on either side nor be completely detached from one side. Finally, we understand that what a university gives us is not a way of survival, but some conceptual knowledge about morality and emotion. The knowledge of this sort helps us more comprehensively to understand the world and ourselves. Oakeshott’s concept of a university in modern education plays an irreplaceable role for educational organizations and institutions, especially for parents and teachers, who guide and supervise students foster their moral characters of autocriticism, self-discipline and self-education in the process of liberal learning.
Abstract
The purpose of this article is to clarify the crises and their formative reasons of modern university education that stem from mankind’s failure to properly understand the meaning of the existance of a university and its functions in a free society by reviewing Oakeshott’s concept of a university. An Oakeshottian solution to these crises consists of two aspects: one is to reexamine the nature of a university, and the other is to redefine its function and role in higher education. Firstly, the unique nature of a university is that it teaches students how to be a human being by examining and reflecting on their living circumstances. Human beings live in a world of meaning, and learning to understand and express these meanings is a necessary condition for being a man. Secondly, the university can be recognized as a place of conversation where freedom and imagination become the subject of students’ self-examination. Students in a conversation of this kind learn to recognize various voices, to identify their different modes of expression, and to develop the intellectual and moral habits that are suitable for this sort of conversational relationship. Thirdly, we points out the different roles that a university plays in the world of business and the world of liberal learning respectively by analyzing the relationship between university and society. Universities can neither rely too much on either side nor be completely detached from one side. Finally, we understand that what a university gives us is not a way of survival, but some conceptual knowledge about morality and emotion. The knowledge of this sort helps us more comprehensively to understand the world and ourselves. Oakeshott’s concept of a university in modern education plays an irreplaceable role for educational organizations and institutions, especially for parents and teachers, who guide and supervise students foster their moral characters of autocriticism, self-discipline and self-education in the process of liberal learning.
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