The gift of an interval: Michael Oakeshott's idea of a university education
The gift of an interval: Michael Oakeshott's idea of a university education
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间歇的礼物：迈克尔·奥克肖特的大学教育理念
DOI：
10.1080/00071005.1989.9973826
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发表时间：
1989
影响因子：
1.9
通讯作者：
K. Williams
中科院分区：
文献类型：
--
作者：
K. Williams
最近出版的一本迈克尔·奥克肖特关于教育的论文集表明，人们对他这方面的写作一直很感兴趣。[2]这本书的编辑蒂莫西·富勒（Timothy Fuller）在一篇精美的介绍性文章中最引人注目的地方，也许是他对奥克肖特关于大学教育的文章的强调，他把奥克肖特的大学教育与艾伦·布鲁姆（Allen Bloom）和艾德·赫希（Ed Hirsch）的作品相提并论。由于奥克肖特的论文并没有像布鲁姆和赫希的作品那样受到大众和学术界的关注（事实上，他的一篇重要的大学论文没有在富勒文集中重印），对这些论文进行批判性的评论似乎是合适的。因此，本文旨在确定奥克肖特的大学教育思想的积极特征，并提请注意其概念化的某些不足之处，以及其潜在价值观的某些危险。首先，为了说明如何才能最清楚地理解大学教育的性质，奥克肖特的大学教育和职业教育之间的区别进行了解释。接下来，我们将讨论大学作为一个机构的一些一般特征。大学课程的设计和结构，然后详细说明，并特别注意其两个主要目标，即来欣赏不同学科或思维模式对人类知识的贡献，并学习掌握这些学科之一为自己。本文最后提出的问题奥克肖特的态度的可能性的分歧和批评的对话中遇到的，这是由他的大学教育的概念。4
The recent publication of a collection of Michael Oakeshott's essays on education points to a continuing interest in this aspect of his writing. 2 What is perhaps most striking in the fine introductory essay by the collection's editor, Timothy Fuller, is the emphasis he puts on Oakeshott's writing on university education which he compares favourably with the work of Allen Bloom and ED Hirsch. As the Oakeshott essays have achieved nothing like the popular and academic exposure of the work of Bloom and Hirsch (indeed one of his important university essays is not reprinted in the Fuller collection3), a critical review of these essays seems appropriate. This review aims therefore to identify the positive features of Oakeshott's idea of a university education and also to draw attention to certain inadequacies in its conceptualization, as well as to certain dangers in its underlying values.The present essay is divided into the following sections. Firstly, in order to show how the nature of a university education can be most clearly understood, Oakeshott's distinction between university education and vocational education is explained. Next some of the general features of the university as an institution are considered. The design and structure of the university curriculum is then elaborated and special attention is paid to its two principal aims, that of coming to appreciate the contribution of the different disciplines or modes of thought to human knowledge and that of learning to master one of these disciplines for oneself. The essay concludes by raising the question of Oakeshott's attitude to the possibility of disagreement and critique within the conversational encounter which is constituted by his conception of a university education. 4