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Making a University FACULTY OF PSYCHOLOGY AND EDUCATIONAL SCIENCES LABORATORY FOR EDUCATION AND SOCIETY MAKING A UNIVERSITY Introductory Notes on an Ecology of Study Practices Hans Schildermans Doctoral thesis offered to obtain the degree of Doctor of Educational Sciences (PhD) Supervisor: Prof. dr. Jan Masschelein Prof. dr. Maarten Simons 2019 Examination Committee Opponents: Prof. dr. Pelin Tan, Mardin Artuklu University Prof. dr. Martin Savransky, Goldsmiths, University of London Prof. dr. Søren Bengtsen, Aarhus University Prof. dr. Stefan Ramaekers, KU Leuven Supervisors: Prof. dr. Jan Masschelein, KU Leuven Prof. dr. Maarten Simons, KU Leuven Chair: Prof. Dr. Pol Ghesquière, KU Leuven Cover image credit Return to Nature, Decolonizing Architecture Art Residency (2008) Écrire n'a rien à voir avec signifier, mais avec arpenter, cartographier, même des contrées a ̀ venir. Gilles Deleuze & Félix Guattari, Mille Plateaux, p. 11 Abstract Abstract ix The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, however, forces us to rethink the relation between university and world. Indeed, an easy instrumentalization of the university for the purposes of society is no longer possible in troubled times when the future of society itself seems to be at stake. Nevertheless, urgent societal concerns do need to be addressed by the university. Hence, the disinterested position seems a highly irresponsible option. The aim of this dissertation is to reconsider the relation between the university and the world from an educational perspective by addressing the question “How to situate study in the relation between university and society?” The dissertation consists of three parts. In Part One, the existing literature on the relation between university and society will be discussed. The first chapter discerns two main approaches to this issue, namely the transcendental-philosophical approach (cf. the idea of the university) and the critical- sociological approach (cf. academic capitalism) that conceive of the university, respectively, as an idea and as an organization. By means of an excursus on the emergence of the university in the Middle Ages, the case is made for an ecological approach to the university. In the second chapter, the work of two authors who have recently adopted such an ecological approach is briefly presented. Whereas Ronald Barnett’s theory of the ecological university is situated more in the transcendental-philosophical tradition, Susan Wright’s investigations of the university in the knowledge ecology can be placed in the critical-sociological tradition. Both conceptions, however, are hinged on an institutional understanding of the university. In line with recent developments in social theory, namely the focus on practices, it is proposed to work towards an ecology of study practices. Part Two presents Isabelle Stengers’ idea of the ecology of practices. The third chapter elucidates Stengers’ work on scientific practices by first situating it within the so-called Science Wars, which provided the impetus to elaborate a theoretical framework for a civilized dialogue between scientists and the broader public. The basic tenets and concepts of her approach, such as the understanding of practice as a set of requirements and obligations, are presented, explained, and discussed. In the fourth chapter, the focus shifts from scientific practices to study practices. Assisted by Stengers’ writings on Whitehead’s speculative philosophy, this chapter aims to flesh out Whitehead’s description of the university as a ‘home of adventures’ in order to come to an educational understanding of the study practices of the university. A conceptual inquiry into how study practices activate certain worldly problems and turn them into matters of study is presented. Part Three develops the conceptual work on study practices further in relation to the activities of the Palestinian experimental university Campus in Camps. Chapter Five presents the work of Campus in Camps and explains how it relates to the theoretical discussion offered in the second part. On the basis of Stengers’ conception of practice, which discerns requirements and obligations as vital ingredients, this chapter argues that life in exile is what drives the study practices of Campus in Camps, and hence, that it is the issue of life in exile that participants are obligated to when they study. Whereas Chapter Five is focused on what is being studied in Campus in Camps, Chapter Six inquires in to the specific requirements its activities need to fulfill in order to be study practices; in other words, how the participants study. Four requirements are discerned that, taken together, seem indispensable to understand the study practices of Campus in Camps; namely, storytelling, comparing, mapmaking, and using. The concluding chapter returns to the research question and again takes up the main ideas developed in the dissertation, such as the adventure of study and the cohabitation of scientific and study practices in the university. The last two sections of the conclusion deal with two remaining issues of a more practical nature; namely, how to relate to institutionalization when working from a practice- theoretical point of view, and lastly the question of what can be done. In all, and returning to the initial problem, the dissertation asks what it means to conceive of the university as situated by and engaged with worldly questions. x Making a university De vraag hoe de universiteit zich tot de wereld kan verhouden wordt reeds eeuwenlang bediscussieerd. Dominante posities in het debat zijn enerzijds het pleidooi voor een verdere instrumentalisering van de universiteit als producent en aanbieder van bruikbare kennis (cf. de kennisfabriek), en anderzijds de verdediging van de universiteit als een autonome plaats voor vrij onderzoek en het nastreven van kennis omwille van de kennis (cf. de ivoren toren). Onze huidige globale conditie echter, dwingt ertoe de verhouding tussen universiteit en wereld te herdenken. Een al te gemakkelijke instrumentalisering van de universiteit voor de doelen van de samenleving is immers niet langer mogelijk in tijden waarin de toekomst van de samenleving zelf op het spel lijkt te staan. Desalniettemin lijkt het nodig dat de universiteit ingaat op urgente maatschappelijke bezorgdheden. Daarom lijkt de gedesinteresseerde houding een hoogst onverantwoordelijk alternatief. Het doel van dit proefschrift is om vanuit een pedagogisch perspectief een nieuw licht te werpen op de verhouding tussen universiteit en samenleving. Daartoe staat de vraag “Hoe studie te situeren in de verhouding tussen universiteit en samenleving?” centraal. Het proefschrift omvat drie delen. In het eerste deel wordt de literatuur over de verhouding tussen universiteit en samenleving bediscussieerd. Het eerste hoofdstuk onderscheidt twee belangrijke benaderingswijzen, namelijk de transcendentaal-wijsgerige benadering (cf. het idee van de universiteit) en de kritisch-sociologische benadering (cf. academisch kapitalisme) die respectievelijk de universiteit als idee en als organisatie verstaan. Door middel van een excursus over het ontstaan van de universiteit in de middeleeuwen wordt gepleit voor een ecologische benadering van de universiteit. In het tweede hoofdstuk wordt het werk van twee auteurs die recent een dergelijke ecologische benadering voorgesteld hebben, kort gepresenteerd. Waar Ronald Barnett’s theorie van de ecologische universiteit zich eerder in de transcendentaal-wijsgerige traditie situeert, past Susan Wright’s onderzoek van de universiteit in de kennisecologie eerder in de kritisch-sociologische traditie. Beide opvattingen echter zijn geschraagd op een institutioneel verstaan van de universiteit. In lijn met recente ontwikkelingen in de maatschappijtheorie, met name de focus op praktijken, wordt voorgesteld te werken naar een ecologie van studiepraktijken. Het tweede deel presenteert het perspectief van de ecologie van praktijken van Isabelle Stengers. Het derde hoofdstuk licht Stengers’ werk over wetenschappelijke praktijken toe door het eerst te situeren binnen de zogenaamde Science Wars die de aanleiding vormden voor het uitwerken van een theoretisch kader voor een geciviliseerde dialoog tussen wetenschappers en het publiek. De basisprincipes en -concepten van haar benadering, zoals het begrijpen van een praktijk als een geheel van vereisten en verplichtingen, worden gepresenteerd, uitgelegd, en bediscussieerd. In het vierde hoofdstuk verschuift de focus van wetenschappelijke praktijken naar studiepraktijken. Geïnspireerd door Stengers’ werk over Whitehead’s speculatieve filosofie, tracht dit hoofdstuk Whitehead’s omschrijving van de universiteit als een ‘home of adventures’ uit te diepen om zo tot een pedagogische begrip van universitaire studiepraktijken te komen. Op een conceptueel niveau wordt onderzocht hoe studiepraktijken bepaalde wereldlijke problemen activeren en transformeren in kwesties van studie. Het derde deel ontwikkelt het conceptuele werk met betrekking tot studiepraktijken verder in relatie tot de activiteiten van de Palestijnse experimentele universiteit Campus
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