Allan George

This chapter argues that the essential task of a university is not teaching students to be experts in some field of endeavor but educating them, so they might learn how to act in accord with the basic moral constraints governing any endeavor. With the help of ideas from Plato, Aristotle, and Michael Oakeshott, this argument is developed by distinguishing actions from practices and prudential from moral practices. Our moral practices, which comprise our character, cannot be taught, but they can be learned—through conversations and similar educational contexts in which possible actions are imaginatively explored and critiqued in an open-ended manner, with the focus not on what we think or do but how. The difficulty for universities, amid so many practical pressures to do otherwise, to keep this essential educational task as their primary concern is acknowledged. Nevertheless it is the right thing for them to do.

Modern philosophy in the West has been haunted since Descartes by his ontological dichotomy between extended unthinking substances and thinking unextended substances, which leads to the epistemological problem of whether perceptions by the mind can be judged as truly representing objects external to it. The typical solution has been to reduce one kind of substance to the other: to fashion some version of either idealism or materialism. Attempts at a solution that affirms real differences between physical bodies and conscious minds but allows for their interaction, for each to have an effect on the other, are a characteristic strategy of analytic philosophers. However, Professor Hedrick finds their proposed...