The purpose of a good education is to show you that there are three sides to a two-sided story.
Stanley FishRead
In general, higher education does not know how to speak for its interests. It offers a stance that is defensive, cowardly and likely to be ineffective.
Interpretation
Higher education is often unable to effectively advocate for its own interests, leading to defensiveness and ineffectiveness.
Stanley Fish critiques higher education for its inability to articulate its interests confidently. He suggests that rather than presenting a strong and proactive stance, the sector often adopts a defensive and timid approach that undermines its effectiveness in advocating for itself and addressing its challenges.
In practice
During a panel discussion on the future of higher education, this quote can highlight the need for universities to adopt a more assertive role in policy discussions.
The purpose of a good education is to show you that there are three sides to a two-sided story.
This is what language does: organize the world into manageable, and in some sense artificial, units that can then be inhabited and manipulated.
Language is not a handmaiden to perception; it is perception; it gives shape to what would otherwise be inert and dead.
It is of no help to us that there is an absolute truth of the matter of things because unfortunately, none of us are in a position to say definitively what that is - although we all think that we are.
Opinion-sharing sessions are like junk food: they fill you up with starch and leave you feeling both sated and hungry. A sustained inquiry into the truth of a matter is an almost athletic experience; it may exhaust you, but it also improves you.
Children are born true scientists. They spontaneously experiment and experience and reexperience again. They select, combine, and test, seeking to find order in their experiences - "which is the mostest? which is the leastest?" They smell, taste, bite, and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: they heft, shake, punch, squeeze, push, crush, rub, and try to pull things apart.
That is the future, and it is probably nearer than we think. But our primary problem as universities is not engineering that future. We must rise above the obsession with quantity of information and speed of transmission, and recognize that the key issue for us is our ability to organize this information once it has been amassed - to assimilate it, find meaning in it, and assure its survival for use by generations to come.
When I went to law school, which after all was back in the dark ages, we never looked beyond our borders for precedents. As a state court judge, it never would have occurred to me to do so, and when I got to the Supreme Court, it was very much the same. We just didn't do it.
Excellence is a better teacher than mediocrity. The lessons of the ordinary are everywhere. Truly profound and original insights are to be found only in studying the exemplary.
Notice how many of the Olympic athletes effusively thanked their mothers for their success? βShe drove me to my practice at four in the morning,β etc. Writing is not figure skating or skiing. Your mother will not make you a writer. My advice to any young person who wants to write is: leave home.
If you're teaching today what you were teaching five years ago, either the field is dead or you are.
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