Recognition of Boethius’ Philosophia as allegorical personification is critical for understanding the positive portrayal given her in the Consolatio. It explains the elaborate identifying markers given in metaphorical reference to the lady as nurse, physician, and teacher. It also helps to explain her ontological status as a source of inspiration for “the prisoner.” This chapter notes her pedagogical strategy in consolation for a patient and compassionate approach, demonstrating feminine qualities that effectively balance the rigorous argument by which she finally moves the prisoner from despair to renewed hope and dignity.

This chapter examines the discourses of the perceived role of the university and how this relates to the constructions of knowledge and its implications for pedagogy, research, and academic freedom. Furthermore, it examines the role of the university transnationally going beyond the familiar democratic contexts, taking account of increased globalisation and its sociopolitical implications for academic freedom and the production of knowledge. University missions illustrate a range of framings in terms of the conceptions of ‘truth’, ‘public good’, and ‘knowledge economy’, and how these conceptions are translated into curricula objectives is explored in the different contexts of Lebanon, the UAE, the United Kingdom, and the United States.

A brief history of the university, from Oxford and Cambridge to Harvard and Columbia, then from the University of Virginia to the University of California. The chapter focuses on the Morrill Act of 1862 (known also as the Land Grant Act) and on the influence of the German research university in the late nineteenth century. Considers the analysis of Laurence Veysey that the university was in some respects “incoherent” from the late nineteenth century on, given the competing constituencies made up of faculty, students, and alumni. Traces the twentieth-century history of the American university, especially the role of federal funding for research, the GI Bill after World War II, and then the Master Plan forged between Clark Kerr, President of the University of California, and Pat Brown, Governor of California, in 1960.

The continuity of the Christian faith with classical philosophy is one of the common variables to Augustine’s three earliest dialogues. Augustine is particularly interested in the relation between faith and reason or, more precisely, the relation between Christian auctoritas and reason. This chapter contends that Augustine does not conceive of authority and reason as two diverse paths of ascent, but as distinct elements that comprise one integrated path of ascent. For Augustine, authority and reason are coordinate means of ascent to wisdom and happiness. The dialectal character of authority and reason operate in tandem to purify and enlighten the soul for the ascent to God. In the dialogues, it is the role of reason to offer an intellectus fidei, an intellectual account of the mysteries delivered by authority.

This chapter investigates Boethius’ approach to the division of the sciences and his understanding of their relationship to philosophy as a whole. The questions are raised as to whether certain differences in approach discernible in texts spanning roughly two decades indicate development in his thinking, and whether his formal articulation of a quadrivium of mathematical sciences as subsidiary branches of philosophy implies or is intended to leave room for a trivium of linguistic arts. Finally, brief consideration is given to Cassiodorus’ understanding of the seven liberal arts vis-à-vis the Boethian taxonomy of philosophy, and its implications for instructional practice at Vivarium.

Jeffrey Gore’s entry on technē offers a survey of diverse workers throughout Shakespeare’s writing: artisans, lawyers, medical doctors, and educators. It situates the Greek word technē – meaning “technical expertise,” “craft,” or “skill” – within Aristotle’s intellectual virtues in the Nicomachean Ethics as both a pedagogical model (“the craft analogy”) and a marker of social class among different laborers, from “leather apron” craftspeople to elite Latin learners and modern teachers of the liberal arts. In brief accounts of Hannah Arendt’s and Alasdair MacIntyre’s writings on Aristotle, the entry addresses how technē was often believed incompatible with some ancient and early modern notions of citizenship and demonstrates how many of Shakespeare’s characters – such as the “rude mechanicals” in A Midsummer Night’s Dream – challenge us to understand the role of craft in facilitating artistic expression and strengthening political community.

Presents opening arguments for a Liberal Management Education based on a reading of the historical development of the university. Using Emmanuel Kant’s work to update the purpose of management education today.