Dilemas de la educación universitaria del siglo XXI. Felipe Portocarrero Suárez

yet are presumably part of the unity that we seek?»

      18 Filósofa y escritora norteamericana, feminista y especialista en ética.

      19 Literato, profesor en la Universidad de Pensilvania. Sus investigaciones están centradas en temas relacionados con los estudios culturales y los derechos de las personas con discapacidad.

      20 «The humanities apparently must “justify their worth” in large universities […] in tough and flush times».

      21 «Once the logic of profit becomes the organising principle of so many parts of society, the ground is prepared for the growing expectation that the humanities should be able to survive in a largely marketized higher education sector and should be able to prove their worth and “utility” in the terms defined by the market itself».

      22 «[…] it might be suggested, [Nussbaum] has effectively been promoting what could be ostensibly seen as a pro-impact view, albeit one that rejects profit as a legitimate goal».

      23 «Whether under funder-enforced or self-imposed pressures to be “impactful” and “useful” to either society or business, the humanities seem to have gone from an apparent position of uselessness and guilty, self-indulgent detachment from the world to being tasked with having a positive and measurable transformative effect on society and the economy».

      24 «[…] the humanities are disciplines of livelong learning, not providers of tasty desserts in a meal whose main courses consist of business administration and technology transfer».

      25 «[…] we should, rather, see the humanities as the study of what it means and has meant and might yet mean to be human, in a world where “the human” itself is a variable term, its definition challenged and revised time after time».

      26 «[…] we should say that what we offer is not the prospect of a better life but the (ancient and ever-changing) promise of an examined life».