000			03996cam a2200421Ki 4500
001			ocn904697894
003			OCoLC
005			20240726104914.0
008			150311s2015 mdu ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dOCLCO _dP@U _dNT _dE7B _dYDXCP _dEBLCP _dDEBSZ _dOCLCO _dVLB _dYDX _dICA _dIDB _dAGLDB _dMOR _dPIFAG _dVGM _dZCU _dMERUC _dOCLCQ
020			_a9781421416168 _q((electronic)l(electronic)ctronic)
043			_ae-gx---
050	0	4	_aLA727 _b.O743 2015
049			_aMAIN
100	1		_aWellmon, Chad, _d1976- _e1
245	1	0	_aOrganizing Enlightenment : _binformation overload and the invention of the modern research university / _cChad Wellmon.
260			_aBaltimore : _bJohns Hopkins University Press, _c(c)2015.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
520	0		_a"Since its inception, the research university has been the central institution of knowledge in the West. Today, however, its intellectual authority is being challenged on many fronts, above all by radical technological change. Organizing Enlightenment tells the story of how the university emerged in the early nineteenth century at a similarly fraught moment of cultural anxiety about revolutionary technologies and their disruptive effects on established institutions of knowledge. Late eighteenth-century Germans, troubled by a massive increase in the publication and availability of printed material, felt threatened by a veritable "plague" of books that circulated "contagiously" among the reading public. But deep concerns about what counted as authoritative knowledge, not to mention the fear of information overload, also made them uneasy, as they watched universities come under increasing pressure to offer more practical training and to justify their existence in the age of print. German intellectuals were the first to settle on the research university, and its organizing system of intellectual specialization, as the solution to these related problems. Drawing on the history of science, the university, and print, as well as media theory and philosophy, Chad Wellmon explains how the research university and the ethic of disciplinarity it created emerged as the final and most lasting technology of the Enlightenment. Organizing Enlightenment reveals higher education's story as one not only of the production of knowledge but also of the formation of a particular type of person: the disciplinary self. In order to survive, the university would have to institutionalize a new order of knowledge, one that was self-organizing, internally coherent, and embodied in the very character of the modern, critical scholar"-- _cProvided by publisher.
504			_a2
505	0	0	_aScience as culture -- _tThe fractured empire of erudition -- _tEncyclopedia from book to practice -- _tFrom bibliography to ethics -- _tKant's critical technology -- _tThe Enlightenment university and too many books -- _tThe university in the age of print -- _tBerlin, Humboldt, and the research university -- _tThe disciplinary self and the virtues of the philologist -- _tAfterword : too many links.
530			_a2 _ub
650		0	_aUniversities and colleges _zGermany _xHistory _y18th century.
650		0	_aUniversities and colleges _xCurricula _zGermany _xHistory _y18th century.
650		0	_aEducation, Higher _zGermany _xHistory _y18th century.
650		0	_aResearch _zGermany _xHistory _y18th century.
650		0	_aEnlightenment _zGermany.
650		0	_aEducation, Higher _xPhilosophy.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=882650&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLA _m2015 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c82387 _d82387
902			_a1 _bCynthia Snell _c1 _dCynthia Snell