ローティの大学教育論についての考察 : 偉大なる文芸作品を読むことの意味

Abstract

In this paper, I explore the philosophy of Richard Rorty in terms of its criticism of universities and university education. His idea of a university education is developed especially in relation to what he calls “individuation, ” and this is based on his view of philosophy in a time of “post-philosophy, ” i.e., based on a conception of philosophy as edification. In this context, the importance attached to “conversation” can clearly be seen; it is engaging in conversation that helps students become critical. In light of this, Rorty's position has been used to support the idea of citizenship education or multicultural education. While such educational practices typically emphasize the importance of conversation, however, they typically do this without considering what it is to read texts within a university education. Rorty has also discussed the significance of reading texts in his 1996 essay, “The Inspirational Value of Great Works of Literature.” Reading this paper in light of his criticism of both the cultural left and analytical philosophy makes it possible to better see the difficulties that confront universities in the post-philosophy period, the period with which Rorty is most concerned. Furthermore, this paper creates a way of addressing the question of what it means to read such texts during this period.