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Example text

2 The aim of education, according to Humboldt, was ‘Bildung’: self-cultivation, but for a purpose that went beyond the self and was for the benefit of humanity. Humboldt also envisaged a research-driven purpose for universities and that there would be links between teaching and research. Humboldt’s idea was not, strictly speaking, an argument for liberal education, as the pursuit of knowledge he endorsed could be narrow and specialised. Humboldt came to influence the development of research-led rather than liberal higher education.

Such racial distinctions persisted because of the geographical areas in which universities were built, the composition of the faculty and the pervasive influence of religion: white churches supported universities for white students. As in the UK, finance, fear of prejudice and personal aspiration clearly played a role in influencing student choice of institution. For many black students, the 34 CONSUMING HIGHER EDUCATION prospect of entering an Ivy League residential university far from home was considered financially unaffordable and socially unrealistic.

The development of education in America at this time was greatly influenced by the work of the British Enlightenment philosopher John Locke (1632–1704), who described the human mind as a ‘tabula rasa’ [blank slate] – a concept that implied that the mind could be perfected through the formative influence of education. This was considered revolutionary because up to this point it had been believed that knowledge, and especially moral sense, was innate or ‘God-given’, and that therefore education was of strictly limited use.

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