Smith and Kant on Universities - Assignment Example

Smith and Kant on Universities Both Kant and Smith write about universities, yet they have differentviews of what a university must do. Explain their views. Give an Account of how their thinking about universities fits into their larger intellectual project. Immanuel Kant and Adam Smith are two of the greatest thinkers to come from the western civilization. Kant is more famous for his work on morality and the philosophy which governs human interaction while Smith is known as the father of modern economics. Both of them spent a large part of their lives in universities and were connected with the field of education for a greater part of their careers. Despite this, they take different views on how universities should operate and the use of a university in a society. To better understand their works, it is important for us to understand how they viewed this important institution. Kant wrote a lot more about universities and was deeper ingrained into the idea of a university than Smith primarily due to his extensive work on philosophical thought and the idea of morality. A part of that morality was peace between people as well as nations and the ideal university was seen as one which helps in the creation of that peace. The academic peace in a university is established by debate and mutual respect amongst the faculty members despite their differences in learning or philosophical background. The same peace should be established in the world amongst countries despite their individual differences in ideology (Kant, 1963). When the idea for perpetual peace using the model of a university setting was first presented, it was certainly very applicable since universities of the time had very different structures as compared to the universities we see today. Normally a university would be formed with three high faculties and one low faculty. The high faculties of law, medicine and theology were used to train lawyers, doctors and priests. The fourth faculty of philosophy conducted the coordination of these faculties and trained students in other subjects concerned with liberal arts and the sciences (Palmquist, 2006). Since the faculty of philosophy administers other faculties in the university but done not interfere in their internal matters it creates a system that is in a sort of stable conflict. While professors may argue about ideas and debate the value of certain thoughts, it is rather unlikely that a faculty would separate itself from the university or revolt against the university. By keeping members within itself, the university functions as a model of peace for the society since the peace is maintained perpetually (Palmquist, 2006). It seems clear that the university in Kant’s mind is simply a model for a developed enlightened society where conflict is resolved by dialog and even though groups may have different interests, they must cooperate with each other to grow and develop. Even in terms of totally conflicting ideas, the university represents members of a society with some common interests and Kant gives the example of the faculty of theology coming into conflict with the faculty of philosophy. The central reasons for their conflict can be understood as ideological since theology takes morality to come from divine guidance while philosophy takes guidance from reason and human thought (Palmquist, 2006). Despite this conflict they have to work together since theology itself can not be accepted without philosophical reason and morality is often founded in theological principles. Additionally, unless the faculties work together, the university will be weakened and that would be against both their interests. The idea of common interests and a person working for the benefit of all without knowing it is most commonly attributed to Adam Smith who also touches upon the role and functions of universities in society. However, from a reading of his work it seems that he does not have a positive image of universities functioning as they were in his times. In The Wealth of Nations, book five, chapter one, part two, article two (1776) he writes “The discipline of colleges and universities is in general contrived, not for the benefit of the students, but for the interest, or more properly speaking, for the ease of the masters”. In the same article, se also gives the example of Oxford University and says that “In the university of Oxford, the greater part of the public professors have, for these many years, given up altogether even the pretence of teaching”. These two examples of his thoughts on universities show us that Adam Smith did not appreciate the manner in which universities were operated at the time. His authority from speaking on the topic of universities comes from the fact that he began college at the age of fifteen by studying moral philosophy at Glasgow University and then went on to Balliol College Oxford. After withdrawing from Oxford (apparently because did not hold a high opinion on their teaching standards) he went on to teach at the University of Glasgow (IHS, 2006). Smith’s idea of a university therefore, has to be understood in context to his ideas on politics and economy. The idea of meritocracy therefore is significantly important since the economic use of meritocracy could be applied to a university (Wikipedia, 2006). Accordingly, the brightest and most intelligent students of the university should be given preference in certain matters and this idea is certainly used today in terms of scholarships and grants given to those students who show promise and exceptional talents. The idea of division of labor and specialization in a particular field could be used to apply it to a group of universities, i.e. certain universities could have very high rankings and merits in certain fields while they may be relatively weak in others. This is certainly the case in the world we live in because a university like Purdue University at West Lafayette is well known for its engineering programs while not as renowned for its history department. Similarly, The Kennedy School of Government at Harvard University is famous for its program on public policy while the university may not have the best program for a topic like South Asian Culture Studies. The concept of an invisible hand guiding the decisions of the people can also be somewhat applicable since students often select their majors based on personal choice but they may also consider the industry expectations of the future. During the dotcom boom, many students lined up to take classes in computer science and management of information technology and since future expectations are aligned with a boom in bio-technology, it can be expected that universities will start polishing their biology and technology graduates. Smith’s concept of economic policy is certainly applicable in terms of how students relate to universities and how universities relate to society. In conclusion, while both Smith and Kant have given their opinions on the use of universities and their interaction with society, I believe that Kant’s approach is more humanist and understanding of the role universities need to play in society. To see education as merely an economic tool for the growth of society and to add wealth to a nation is far too limiting a use of the training provided by a university. Kant’s idea of a university providing a model of peaceful co-existence for society is far more important since Smith’s objectives are already fulfilled in that example. If a university is to function, it is a given that it must teach and therefore add economic value, however, if it can also give society a model for peace then it has truly become a center for learning and education. Works Cited Smith, A. An Inquiry into the nature and causes of the wealth of nations (ed.) Edwin Cannan. Chicago: University Of Chicago Press, 1776. Kant, I. “Perpetual Peace” in Kant on History (ed.) Lewis White Beck. New York: Prentice Hall, 1963. Palmquist, S. “Kant’s Ideal of the University as a Model for World Peace”. Hong Kong Baptist University. 2006. Department of Religion and Philosophy. 8 Apr. 2006 Wikipedia. “The Wealth of Nations”. Wikipedia.org. 2006. Wikipedia the free encyclopedia. 9 Apr. 2006 IHS. “Adam Smith”. Institute of Humane Studies. 2006. George Mason University. 8 Apr. 2006 Word Count: 1,372 Read More