Dois trechos:
"The absence of conservative minds from the liberal-arts curriculum and the off-campus ignorance of them -- or worse, treatment of them as hired hands -- are standard features of intellectual life, and they are not unrelated. When it comes to ideas and values, campuses remain the foremost site of study, and the curriculum has a certifying effect. It bears the duty of imparting ideas and writings essential to the formation of thoughtful, informed individuals. The campus provides a space in which that can happen, an occasion for learning -- not for advocating or using knowledge, but for acquiring and reflecting upon it. The ideas included are deemed suitable for academic study, which is to say they possess enough autonomy to be handled as part of an intellectual tradition.
The division of campus discourse from public discourse has a discrediting result. If a set of ideas and writings are missing in the classroom but present in the marketplace or government, we tend to explain them by their instrumental value. They owe their clout to their usefulness to business or politics, the reasoning goes, not to intellectual substance. If the university doesn't put those works and ideas on the syllabus, they aren't subject to the free analysis and contemplation that respectable works and ideas merit. When they crop up off campus, then, they seem to have no independent validity, no import separate from the interests they satisfy."
"The absence of conservative minds from the liberal-arts curriculum and the off-campus ignorance of them -- or worse, treatment of them as hired hands -- are standard features of intellectual life, and they are not unrelated. When it comes to ideas and values, campuses remain the foremost site of study, and the curriculum has a certifying effect. It bears the duty of imparting ideas and writings essential to the formation of thoughtful, informed individuals. The campus provides a space in which that can happen, an occasion for learning -- not for advocating or using knowledge, but for acquiring and reflecting upon it. The ideas included are deemed suitable for academic study, which is to say they possess enough autonomy to be handled as part of an intellectual tradition.
The division of campus discourse from public discourse has a discrediting result. If a set of ideas and writings are missing in the classroom but present in the marketplace or government, we tend to explain them by their instrumental value. They owe their clout to their usefulness to business or politics, the reasoning goes, not to intellectual substance. If the university doesn't put those works and ideas on the syllabus, they aren't subject to the free analysis and contemplation that respectable works and ideas merit. When they crop up off campus, then, they seem to have no independent validity, no import separate from the interests they satisfy."