[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-506412-105":59,"doc-detail-506412-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-end-of-the-university-april-2015","The End of the University - April 2015","","Roger Scruton argues that universities exist to transmit knowledge, skills, and culture that prepare students for life, linking personal growth with society’s shared need for understanding. He warns that when universities turn against the culture that formed them, they weaken both their educational mission and moral purpose. Tracing Western academic traditions from Greek paideia through medieval and Enlightenment models, he explains how shifts toward industrial and secular pressures altered curricula, recruitment, and public roles. Scruton critiques contemporary changes and defends the university’s intrinsic value against utilitarian reduction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-end-of-the-university-april-2015/506412/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-end-of-the-university-april-2015/506412.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Scruton say universities are originally for?","Question",{"text":112,"@type":113},"They provide knowledge, skills, and culture that prepare students for life, combining individual growth with society’s shared need for understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Scruton describe the risk of universities turning against their own culture?",{"text":117,"@type":113},"He argues that withholding culture from the young damages the university’s social and moral purpose, weakening both knowledge transmission and personal formation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Scruton contrast Cardinal Newman’s university with today’s university?",{"text":121,"@type":113},"He notes that Newman emphasized molding character through a largely secluded, moral and cultural environment, while modern universities recruit widely, admit men and women equally, and are often state-financed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},506412,1791469872,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| THE END OF THE UNIVERSITY |\n| --- |\n| by Roger Scruton\u003Cbr>April 2015 |\n\nU niversities exist to provide students with the knowledge, skills, and culture that will prepare  \nthem for life, while enhancing the intellectual capital upon which we all depend. Evidently the two purposes are distinct. One concerns the growth of the individual, the other our shared need for knowledge. But they are also intertwined, so that damage to the one purpose is damage to the other. That is what we are now seeing, as our universities increasingly turn against the culture that created them, withholding it from the young.  \nThe years spent at university belong with the rites of initiation studied by the Victorian anthropologists, in which those born into the tribe assume the burden of perpetuating it. If we lose sight of this, it seems to me, then we are in danger of detaching the university from its social and moral purpose, which is that of handing on both a store of knowledge and the culture that makes sense of it.  \nThat purpose has been central to the educational tradition that created Western civilization. Greek paideia regarded the cultivation of citizenship as the core of the curriculum. Religious practice and moral education remained a fundamental part of university studies throughout the Middle Ages, and the Renaissance ideal of the virtuoso was the inspiration for the emerging curriculum of the studia humaniores. The university that emerged from the Enlightenment did not relax the moral reins but regarded scholarship as a disciplined way of life, whose rules and procedures set it apart from everyday affairs. However, it provided those everyday affairs with the long-term perspective without which no human activity makes proper sense. Even the boisterous student life of the German universities during the nineteenth century, when dueling became part of the university culture, was contained within formal uniform codes of behavior and collegiate domesticity and devoted to that peculiar synthesis of moral discipline, factual knowledge, and cultural competence that the Germans know as Bildung.  \nDuring the course of the nineteenth century, however, the universities suffered a rapid change in their  \npublic reception. The decline of the religious way of life, the rise of the middle classes eager for social status and political power, and the demands for the knowledge and skills required by an industrial economy all put pressure on the universities to change their curriculum, their recruitment of students and teachers, and their relation to the surrounding culture. New universities were founded in Britain and America, one of them—University College London, dating from 1826—with an explicitly secular curriculum, designed to produce scientific minds that would sweep away the theological cobwebs in which all university subjects had previously been wrapped.  \nD espite those changes, however, which forced educational institutions into a new consciousness  \nof their mission, the university retained its status as a guardian of high culture. It was a place where speculative thinking, critical inquiry, and the study of important books and languages were all maintained in an atmosphere of studious isolation. When Cardinal Newman wrote The Idea of a University in 1852, it was largely to uphold the old conception of the university, as a place apart, a quasimonastic precinct opposed to the utilitarian mindset of the new manufacturing society. For Newman, a university exists to mold the characters of those who attend it. Immersing its students in a collegiate environment, and impressing on them an ideal of the educated mind, helps to turn raw human beings into gentlemen.  \nThis, Newman implied, is the true social function of the university. Within college walls the adolescent is granted a vision of the ends of life; and he takes from the university the one thing that the world does not provide, which is a conception of intrinsic value. And that is why the un","cbCaibgHv8keKwtx","https://ap.wps.com/l/cbCaibgHv8keKwtx","pdf",87805,"English","# The End of the University\n## Two Purposes Intertwined\n## From Western Traditions to Bildung\n## Industrial and Secular Pressures\n## Cardinal Newman’s Conception\n## From Gentleman Ideal to Modern University","[{\"question\":\"What does Scruton say universities are originally for?\",\"answer\":\"They provide knowledge, skills, and culture that prepare students for life, combining individual growth with society’s shared need for understanding.\"},{\"question\":\"How does Scruton describe the risk of universities turning against their own culture?\",\"answer\":\"He argues that withholding culture from the young damages the university’s social and moral purpose, weakening both knowledge transmission and personal formation.\"},{\"question\":\"How does Scruton contrast Cardinal Newman’s university with today’s university?\",\"answer\":\"He notes that Newman emphasized molding character through a largely secluded, moral and cultural environment, while modern universities recruit widely, admit men and women equally, and are often state-financed.\"}]","The End of the University - April 2015 | PDF",1791165020,15]