ther from each other, or from museums.
The library in the modern sense meant the differentiation and articula-
tion of a space for books and their simulacra, such as catalogues and other
virtual registers. This was a feat of the Enlightenment and Romantic era.
The transformation in the collection of books went hand in hand with a
transformation of the interrelation of books, that is, the system of knowl-
edge. The emergence of the modern research library is correlative with the
transformation of the pursuit of academic knowledge from erudition to re-
university overall: the deep faith
in transcendent reason. Can this spirit of reason be the founda-
tion for morality? Can science found a moral course of study
for the university? There are deep philosophical reasons to be
174 CHAPTER TEN
suspicious of the Enlightenment program for morality-and
thus the place of moral learning in the Enlightenment’s child:
the research university. What interests me here is not the philo-
sophical intricacies-though I will indulge in some-but the
present challenge to the Enlightenment ideal presented by the
University of Chicago Press.
Hofstadter, Richard, and Walter Metzger. 1955. The Development
of Academic Freedom in the United States. New York: Columbia
Horwitz, Paul. 2007. “Universities as First Amendment Institutions.”
UCLA Law Review 54.
Kant, Immanuel. 1784. “What Is Enlightenment?” In The Art of
Theory, Conversations in Political Philosophy. www.artoftheory
.com/what- is- enlightenment_immanuel- kant/.
———. 1798. The Conflict of Faculties, trans. and intro. Mary J.
Gregor. Lincoln: University of Nebraska Press, 1992.
Karran, Terrence. 2009
versity engaged in its own protest against the Protestant colle-
giate establishment of its day. The university protest was
undertaken in the name of science, reason, and universal truth
as against particular (biblical) revelation. The research univer-
sity ideology (highly simplified) captured two anti-authoritar-
ian strands: the eighteenth-century Enlightenment view of
reason over history and the nineteenth-century Romantic view
of heros over history. To the thinkers of the Enlightenment, rea-
son was universal, accessible by pure thought alone
, ; and academic
enlightenment, ‒; archives, ‒;
contra Prussian “Industrialismus, Materi-
alismus und Amerikanismus,” ; deletes
natural sciences from gymnasia, ;
dossiers and ministerial filing, , ‒,
‒; ducal interventions about ranking
students, ‒; the ducal (later royal) li-
brary, , ; and the Fischer affair, ‒
; in general, , ; ministry orders no
dictation in lectures, ; nationalization of
education, ; recognizes the doctor of
philosophy, ; and Vacchieri’s visitation
to Ingolstadt, ‒. See also universities