Rethinking Knowledge within Higher Education argues for a higher
education that is neither a romantic idyll of learning for its own
sake nor an instrumental institution designed to train a willing
workforce for the prevailing economic system. Instead, using
analysis informed by critical theorist Theodor Adorno, this book
argues that higher education should have social and economic roles
at its heart, and that these should encompass the needs of all
society. The key to achieving this purpose without privilege lies
in the ways in which knowledge is understood and engaged with in
higher education. Higher education has a special role in society as
a place in which complex, contested and dynamic knowledge is
engaged with, challenged and created. The realization of this
purpose challenges traditional dichotomies between economic and
social purposes, liberal and vocational education, and theory and
practice. Jan McArthur shows that by interpreting and adapting some
of Adorno's most complex ideas, the nature of knowledge and the
pursuit of social justice within higher education is feasible and
aspirational.
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