04 November 2013
CFP: Knowledge, Capital, Critique: The University and the Humanities in the
Ongoing Transformation of Capitalism (Deadline: November 15, 2013)
March 20 – 23, 2014
New York University
Deadline for Abstract Submission: November 15, 2013.
This seminar aims to periodize contemporary relations among capital,
knowledge production, and social critique in the United States. It focuses
on connections between concurrent transformations of global capitalism and
of the public research university, with emphasis on the shifting status of
the humanities within these processes. While remaining wary of rhetorics
of crisis and decline, the purpose of this stock-taking—economic,
institutional, disciplinary—is to assess conditions of existence and work
within the university, and to outline possibilities for social critique in
the present. Historicizing, comparative, and global perspectives welcome.
· How is the ongoing transformation of the U.S. research university as a
site of knowledge production also transforming it as a site of social
· How are more specific aspects of this transformation, e.g., the rapid
rise of so-called digital humanities or an understandable pragmatic
attitude among many undergraduates, placing particular pressure on the
· How was the economic and governance structure of the post-WWII research
university a central condition of possibility for the emergence of postwar
critical theory, and how is the transformation of one reshaping the legacy
of the other?
· How have the contradictory dynamics of knowledge production and value
creation—increasing specialization and disciplinary differentiation vs.
deskilling and the standardization of intellectual labor—played themselves
out within current social restructuring?
· To what extent have the humanities enabled an oppositional stance to
capital, e.g., in Raymond Williams or Edward Said, and to what extent have
they been complicit, e.g., as in William Spanos?
Please submit abstracts (max 250 words) through the ACLA website: *
http://www.acla.org/submit/* <http://www.acla.org/submit/>. When prompted,
select the seminar title from the drop-down menu.
For questions on the seminar, please contact Stephen Carter at:
Seminar Keywords: Capital, Critique, University, Crisis, Humanities, Public
Education, Intellectuals, Periodization
12 February 2013
and this student competition 'Do the Humanities Matter in 21st Century?' at Manchester Metropolitan University. Closing deadline is coming up soon. 14th Feb 2013.
15 November 2012
Here are the links to the individual articles:
1. Introduction: Humanities and Citizenship
Georgia Christinidis and Heather Ellis
2. The Hector Hypothesis: Disciplines, Difficulty, and Democracy
3. Competitiveness, the Knowledge-Based Economy and Higher Education
Ngai-Ling Sum and Bob Jessop
4. The Right to University: the Question of Democracy in the Polis at a Time of Crisis
5. Knowledge, Education and Citizenship in a Pre- and Post-National Age
Georgia Christinidis and Heather Ellis
6. One, Two, or Three Cultures? Humanities Versus the Natural and Social Sciences in Modern Germany
7. Symbiotic Learning Systems: Reorganizing and Integrating Learning Efforts and Responsibilities Between Higher Educational Institutions (HEIs) and Work Places
13 February 2012
European Humanities University
The European Humanities University (EHU) welcomes submissions for its international conference: The Mission of Humanities Universities in Eastern and Central Europe: Between Training and Bildung to be held in Vilnius, Lithuania on June 6-7 2012. This international conference will be EHU's highest profile event in 2012 and dedicated to the commemoration of the 20th anniversary of the founding of EHU.
We live in societies described by social theorists as functional where the division of labor puts every person in a precise professional place determined by concrete social needs and goals. In such circumstances the university becomes a mediating structure that trains individuals for these professional spheres, supporting the functional principle and acting according to its logic. But how do universities in Central and Eastern Europe construct and pursue their broader mission in the context of functional societies? Should they pursue only the goal of training professionals, or also embody the integrative mission of cultivating the individual in all respects, as exemplified by the German concept of Bildung in Humboldt's model of a university?
Holism and integration have been enduring educational goals. From the ancient idea of paideia through the Middle Age model of liberal arts schools, the concordia of the Renaissance to the modern conception of integrative learning, the cultivation of a "good and perfect human" has been and remains the mission of much of higher education, even if the characterization of the end goal of education has changed in public discourse. "To be a good citizen," "to make the spiritual journey to God," "to train as a journalist, doctor, teacher" are all goals of contemporary education, and all illustrate the diversity in values and missions of educational institutions, as well as society's changing attitudes toward its individual members and itself as a community. These changes demonstrate a shift from a holistic, integral vision of humanity to training for particular skills considered important in a functionally differentiated society.
This tendency raises important questions. What happens to those centuries-old spheres of human development such as citizenship, union with the transcendent, and progress toward harmony? Do these changes speak to the fragmentation of our educational models, the disengagement of students, and a reduction of civic activity and public service? What functions can and should universities carry out in Eastern and Central European societies today? How do universities promote their social science and humanities functions while fulfilling their integral mission in human life and society in this region?
For more information, see
16 January 2012
Stefan Collini, 'Browne's Gamble'. LRB 32.21 (4 November 2010). [See also David Willett's speech on "The Arts, Humanities and Social Sciences in the Modern University"]
Stefan Collini, 'From Robbins to McKinsey'. LRB 33.16 (25 August 2011).
Martha C. Nussbaum, Not For Profit: Why Democracy Needs the Humanities. Princeton: Princeton University Press, 2010. You can download the first chapter from the official site.
The Purpose of Liberal Education:
Martha C. Nussbaum, Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard University Press, 1998. Preview available on Google Books.
Bill Readings, The University In Ruins. Harvard University Press, 1996. Preview.
The Role of the Intellectual:
Bruce Robbins, Secular Vocations: Intellectuals, Professionalism, Culture. London: Verso, 1993. Preview.
Bruce Robbins, Intellectuals: Aesthetics, Politics, Academics. Minneapolis: University of Minnesota Press, 1990. Preview.